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1—Junior Manual 


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THE 

JUNIOR MANUAL 

FOR 

MISSIONARY VOLUNTEER WORKERS 


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Prepared for 

* The Missionary Volunteer Department 
by . 

Mrs. Harriet Max son Holt 


“Train up a child in the 
way he should go: and 
when he is old, he will 
not depart from it.” 

Prov. 22 ; 6. 





PACIFIC PRESS PUBLISHING ASSOCIATION 
MOUNTAIN VIEW, CALIFORNIA 
Omaha, Nebraska Portland, Oregon Brookfield, Illinois 
Cristobal, Canal Zone 

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ZbVsoqo 


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Copyright, 192A, by 

Pacific Press Publishing Association 



Printed in U. S. A. 


AUG 1 > i924 

©C1A801208 
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CONTENTS 


Chapter Page 

1. Purpose of the Junior Missionary 

Volunteer Society.11 

2. Organization. 20 

3. Junior Society Ideals .39 

4. Junior Missionary Volunteer Meetings . 48 

5. Devotional Features.57 

6. Missionary Activity.70 

7. Educational Features .91 

8. Reporting.103 

9. Social Life of the Junior.113 

10. Social Purity.118 

11. Membership Requirements.126 

12. Special Plans for Girls.169 

13. Special Plans for Boys.173 

14. A Summer Club .178 
























FOREWORD 


Every Junior Avorker should be familiar Avith the 
demands Avhich called our Junior Missionary Volun¬ 
teer societies into existence and made them what they 
are. The seed of all Junior societies lay at the heart 
of those early efforts of our young people who banded 
together that they might become more efficient serv¬ 
ants of the King. Read the first chapter of “Mission¬ 
ary Volunteers and Their Work/' and you will see the 
hand of God in the events which led to the organization 
of our Missionary Volunteer societies. 

Little was done in those early years, however, to 
foster the same noble missionary spirit in our boys and 
girls. True, a Junior Reading Course was suggested 
as early as 1908, and the Junior society programs took 
their place in the Gazette in 1914; but not until 1915, 
when the Educational and Missionary Volunteer Coun¬ 
cil at St. Helena convened, was real prominence given 
to the Junior work. At that time, the following 
resolutions were passed: 

‘T. Resolved, That we give greater emphasis to the 
Junior work,— 

“a. By arranging a separate goal for them; 

“6. By arranging for a Standard of Attainment 
adapted to the capacity of the Juniors; and — 

“c. By providing a Junior Leaflet Series, with matter 
giving instruction to workers for Juniors, also mat¬ 
ter of an inspirational character to be put into the 
hands of Juniors. 

“2. Resolved, That in general we consider eight to 
fourteen the Junior age, but that in elementary schools 
all scholars be included in the society, regardless of 
age, care being taken not to duplicate membership or 
reports when the same persons attend both societies. 

“3. We Recommend, That in conferences where the 
church school superintendent and the Missionary Vol¬ 
unteer secretary are not the same person, the Mis- 

( 7 ) 


8 


The Junior Manual 


sionary Volunteer secretary and the church school 
superintendent plan together for the Junior work in 
the church schools. The society reports will, of course, 
be sent to the conference Missionary Volunteer sec¬ 
retary. A duplicate report will be sent to the educa¬ 
tional superintendent.” 

Two years later, 1917, another advance step was 
taken. The Educational Department recommended 
that an eight-hour course in Junior methods be a 
required subject of every summer school. The first 
Junior manual, that written by Mrs. Ella Iden- 
Edwards, was completed to meet this demand. 

Thus the work grew and prospered until nearly one 
half of the societies reporting in North America were 
Junior societies, and our boys and girls were respon¬ 
sible for a large share of the splendid work accom¬ 
plished by the Missionary Volunteers. 

As the sturdy mountaineer sees new heights each 
time he gains a hill crest, so new possibilities loomed 
before the eyes of those who had the spiritual welfare 
of our boys and girls at heart. Those who studied 
Junior problems, soon began to realize that the Junior 
Missionary Volunteer Society touched but a small part 
of Junior life and interest. It was pressed home to 
Junior workers that the very make-up of the adolescent 
made it impossible for a Junior superintendent to exert 
the greatest infiuence in the spiritual life of his young 
friends without joining with them in other activities,— 
in short, without becoming their companion in many 
phases of everyday life. 

Several years before the necessity of such work was 
called to the attention of the Department, groups of 
boys were organized by those who realized the needs 
of their young friends. These Junior lovers joined in 
hikes and swims. They sought to awaken a love and 
understanding of nature, and to implant high ideals 
and standards of living by such natural association. 


The Junior Manual 


9 


I have spoken in the plural, for such organizations 
arose simultaneously in a number of our large centers. 
This fact forced our young people’s workers to the con¬ 
clusion that there must be a very definite need. 

Such was the situation when in 1920, in connection 
with the Autumn Council of the General Conference, a 
session of the Missionary Volunteer Department was 
called. The members, men who had met the Junior 
problem in the field, urged that the situation be faced 
immediately. The following resolutions were the re¬ 
sult of the attention given to the matter at that time: 

**We Recommend, That there be a development, in 
connection with our Junior work, of physical and tech¬ 
nical training which, with our present social and mis¬ 
sionary activities, will more completely comprehend 
the nature of the adolescent; and — 

“That a committee of five be appointed to study 
this matter and present to the Department plans for 
organization and operation, and that one of the General 
Conference field secretaries give special attention to 
Junior work.” 

• 

It was not until the next spring that the members 
of the committee appointed in accordance with this 
resolution were able to meet. And then the problems 
which confronted them seemed almost insurmountable. 
The plans formed by them must meet the new demands 
without disturbing organizations where there was no 
such demand. They must be elastic enough to stretch 
from the youngest adolescent to the older ones who 
were already carrying responsibilities in the Senior 
society. 

The report of this committee was adopted by the 
Missionary Volunteer Department Committee April 7, 
1921. Later the General Conference Committee gave 
careful study to the report, and advised the Depart¬ 
ment to give these new plans a trial, expressing the 


10 


The Junior Manual 


opinion that their success would depend upon the de¬ 
velopment of proper leadership. 

In various parts of the country, the new plans were 
put into operation, with gratifying results. 

At the General Conference session in May, 1922, 
these plans received further careful study by the De¬ 
partment and were officially adopted in the Department 
session. For two years after that, without a manual 
of instruction embodying the added features, but with 
such help as could be furnished in circular letters by 
the Missionary Volunteer Department of the General 
Conference, the work on the new basis went forward. 

At the Educational and Missionary Volunteer Con¬ 
vention at Colorado Springs, Colorado, June 5-19, 1923, 
the Junior plans were again carefully reviewed, slightly 
amended, and heartily approved. 

The results of all our study of, experience in, and 
councils concerning the Junior work are embodied in 
this Manual. Much of the excellent material in the 
first Junior manual is reprinted in this with little 
change, and we wish to express our appreciation of 
the careful work of Mrs. Edwards which made this 
possible. We also gratefully acknowledge the efficient 
service of A. W. Spalding, who furnished the interpre¬ 
tation of the Junior law, chapter 3; and of U. V. Wil¬ 
cox, who wrote the chapter “Special Plans for Boys.” 

The manuscript for this Manual was approved by 
the General Conference Committee on October 16, 
1923, and ordered to be printed. 

The purpose of this book is to make prominent our 
great twofold object, that of winning our boys and 
girls to the Master, and training them in His service, 
as well as to explain an organization which we believe 
will materially help us to gain that end. That it may 
prove an inspiration to those who long to help our boys 
and girls, and that it may teach them how to use time 
and strength to best advantage, is the hope of the 
Missionary Volunteer Department. 


Chapter I 


Purpose of the Junior Missionary Volunteer 
Society 

. The strength of the church lies not in its massive 
buildings, nor in the wealth of its members, but in the 
loyal, consecrated adherents who are putting heart, 
mind, and hand into the service for the Master. 

Let us not overlook the fact that in the far-reaching 
commission which is given us of God, He has also given 
us instruction to feed His lambs. The Master, in His 
love for the children, would warn us, “What shall it 
profit a church if it shall gain many converts and lose 
its own children?” We should often ask ourselves, 
“Are we flinging wide the doors to welcome the 
stranger, while our own boys and girls, unseen, slip by ?” 

The spirit of prophecy has much to say about the 
importance of working with and for the children. 
Especially as she neared the close of her life work, Mrs. 
E. G. White wrote and spoke much about the sacred 
responsibility of the church toward its children and 
youth. The following statements are chosen from a 
wealth of similar instruction: 

“To train the young to become true soldiers of the 
Lord Jesus Christ is the most noble work ever given 
to man .”—''Counsels to Teachers*' p, 166. 

“Let the older members of the church seek to do 
earnest, compassionate work for the children and 
youth. Let ministers put to use all their ingenuity in 
devising plans whereby the younger members of the 
church may be led to cooperate with them in mission¬ 
ary work. But do not imagine that you can arouse 
their interest merely by preaching a long sermon at 
the missionary meeting. Plan ways whereby a live 
interest may be kindled. Let all have a part to act.”-— 
"Testimonies for the Church," volume 6, pp. US5, US6. 

Put with this the assurance that children will be 
able to render important service when older hands are 

( 11 ) 


12 


The Junior Manual 


tied. “In the closing scenes of this earth’s history, 
many of these children and youth will astonish people 
by their witness to the truth, which will be borne in 
simplicity, yet with spirit and power. They have been 
taught the fear of the Lord, and their hearts have been 
softened by a careful and prayerful study of the Bible. 
In the near future, many children will be endued with 
the Spirit of God, and will do a work in proclaiming 
the truth to the world, that at that time can not well 
be done by the older members of the church.”— ''Coun¬ 
sels to Teachers,** pp. 166, 167. 

These opportunities are coming to our boys and 
• girls. Are we working with God to prepare them for 
such emergencies? Are we cooperating with the 
Master in His plans for our youth? ‘ There is a sacred 
duty put upon us in training our boys and girls to 
become efficient and loyal Christians. 

The Junior age, of all ages, is the most susceptible 
to influences which mold the character for life. And 
by Junior age is meant, in a general way, the years 
from eight to fourteen. (“Council Proceedings/’ p. 
384.) It is the age when the boy or girl has stepped 
past the bounds of childhood, when his vision has 
reached beyond the conflnes of the home and into a 
broad, confusing world. In these years, he awakens 
to himself, and through months of stress, misgiving, 
and misunderstanding, gropes toward his place in life. 
Many do not find their feet on solid ground until long 
after the world has called them young men and women. 
Yet in these years from eight to fourteen, just before 
and during early adolescence, lifetime habits are 
formed. The brain has about reached its full size, 
without losing its plasticity. It stops growing, and 
the impressions which each action, thought, and word 
makes, deepen and become fixed. As some one says: 
“0, that sixty could make the choice of sixteen! But 
alas! sixteen must make the decisions of sixty.” 


The Junior Manual 


13 


If, then, we are to have young men and women of 
service, we must begin with the Junior. And that is 
what the Junior Missionary Volunteer Society should 
do, meet the boys and girls on their own ground, an¬ 
swer their needs, touch their hearts, train them for 
service. It must enter the very life of the boy or girl. 
Programs and meetings have their place, but the so¬ 
ciety has failed if a good meeting is the chief objective 
of the organization. 

“Jesus increased in wisdom and stature, and in 
favor with God and man.” Luke 2: 52. In that verse 
is a picture of Jesus, the complete child. He developed 
in body and mind, and grew in acquaintance with both 
God and man. In like manner must the boy and girl 
of to-day grow. Every organization which touches the 
child must recognize this fourfold nature. The home 
was all-sufficient in the time of the Saviour. To-day 
the school and the church join with the home, and they, 
too, are but agencies to accomplish for the Junior what 
was done for the child Jesus. If the Junior Missionary 
Volunteer Society takes in but one of these phases, it 
is but one fourth efficient. To judge intelligently 
whether or not the society is fulfilling its purpose, we 
must examine it with regard to how it develops the 
various phases of the life of the boy and girl at the 
Junior age. 

It is worth while, then, in the opening chapter 
of the Manual of the Junior Missionary Volunteer 
Society, to study briefly the characteristics of early 
adolescence, and see the relationship between those 
characteristics and the Junior Missionary Volunteer 
Society. 

First and foremost, the Junior age is a religious 
age. Statistics prove that there are more conversions 
at the age of twelve than at twenty-one, more at ten 
than at twenty-four. In fact, the greatest number are 
at the age of sixteen, just as the boy or girl begins to 
call himself a Senior Missionary Volunteer. And why 


14 


The Junior Manual 


should not this be so? In childhood, the instruction 
has been accepted without question. Gradually the 
Junior has begun to reason for himself. His horizon 
has widened, and he has felt the need of an all-powerful, 
all-wise Father in whom he may trust as he trusted the 
father of his childhood. He begins to examine and 
question the motives of those about him. Their lives 
are his Bible, and happy is he if they are in such har¬ 
mony with the precepts he has learned through the 
years of childhood that his faith in God is affirmed and 
he seeks to know Him for himself. As Kate Douglas 
Wiggin puts it, it is the right of every boy and girl 
to “be so trained that he may become conscious of a 
oneness with the Father before he realizes any sense 
of separation from Him.” The Junior Missionary 
Volunteer Society has a sacred duty in helping the 
child to bridge over from a faith taught him by others 
to one based upon personal experience. ; 


16 



Age at Conversion 
















The Junior Manual 


15 


But not only does the society give him an oppor¬ 
tunity to study for himself; it gives him a chance to 
use 'svhat he learns. And that brings us to another 
great characteristic of the religion of the Junior. The 
boy or girl of t-welve is not so much interested in the 
abstract study of the fundamentals of religion as in 
the everyday practice of religion. His interest centers 
in action; and the precepts which go home to the boy 
or girl are those which demand a response in action. 

One of the functions of the Junior Missionary 
Volunteer Society is to direct activity. Boys and girls 
have plenty of energy, and it is gratifying to see how 
whole-heartedly they respond to direction. Now is 
the time to direct interest into lines of helpful service. 
Now is the habit-forming time, in which to put kind¬ 
ness, thoughtfulness, and Christian love into concrete 
terms. 

The Junior age is an impressionable age. How 
often the man of forty will confess, “I couldn’t get 
away from the teaching of my saintly mother.” You 
ask him what she taught, and he may remember a few 
precepts; but in nine cases out of ten, he admits, “It 
was just the atmosphere.” And that is it; the Junior 
may forget the facts learned in a Junior meeting, but 
he can never get away from the spirit it breathes. 
One of the most sacred privileges of a Junior society 
is to put that reverent, worshipful spirit into the heart 
of a boy or girl who studies the things of God there. 

But perhaps the most outstanding characteristic 
of a Junior is the fact that he is a hero-worshiper. 
The world is a wonderful place, everything is possible 
to him, and he lives largely in the realm of fancies and 
ideals. He feels the need of something tangible; and, 
selecting some older person, he drapes him with the 
mantl-e of these ideals. It means much to the boy and 
girl to find some one worthy that ideal. A lover of 
the boy and girl once said that the chief value of great 
men is to furnish the Junior with worthy ideals. 


16 


The Junior Manual 


The Junior Missionary Volunteer Society should 
furnish the boys and girls a leader who holds it a 
sacred privilege to be an example to his or her young 
companions. It should give them an older friend who 
can keep their confidences and in times of need be in a 
position to say the right word, or do the thing that 
will plant the feet of the boy or girl more firmly on the 
Rock. Juniors are austere judges. If a leader falls 
below the ideals he himself holds up to the Junior, his 
influence is forever marred. Little things are likely 
to mean much to the Junior, for he makes no allow¬ 
ances for human failure. “Why doesn’t she practice 
what she teaches us?” said one girl severely. Oh, 
Junior superintendent, great are your opportunities, 
and they are worth the price of kept confidence. 

The Junior age is the time when boys and girls 
begin to try their oars. They glory in responsibility 
placed upon them. They awaken to a new power in 
taking the initiative. To fail a friend or to give up 
when under trial is a real crime to a Junior. You see 
this worked out in the response which boys make to 
such treatment as is given them in schools like the 
“George Junior Republic,” where the honor system is 
employed. The success of Judge Ben Lindsey in ap¬ 
pealing to the honor of boys is internationally famous. 
To “doublecross” a boy of fourteen is an unpardonable 
crime. He must believe that you believe in him. As 
has been said, “More youth have been saved by feeling 
beneath themselves the solid rock of confidence on the 
part of adult leaders, than by any other one fact.” 

Furthermore, you do not teach a child to swim by 
putting him into a bathtub, no matter how regularly 
this is done. Neither do you train efficient church 
members and workers for the Master without putting 
the cares and responsibilities of service for the Master 
upon them. Once more the Junior Missionary Volun¬ 
teer Society may meet a sacred trust. 


The Junior Manual 


17 


Jesus grew in favor with man. What a terse way 
of putting the development of the social life! This 
was said of Him after He returned from Jerusalem at 
the age of twelve — during the Junior age. In no 
other time of life do the social instincts develop so 
rapidly as during these years. Boys and girls are 
making lifelong friendships. Are they choosing their 
friends among those of like faith? It is a pleasure 
for the Juniors to do together what would be drudgery 
to do alone. Now is the golden opportunity for teach¬ 
ing team work. The society should teach its members 
how to work together. 

This has also been characterized as the “lonely 
age.” It is lonely in that the boy or girl, scarcely un¬ 
derstanding self, gives little confidence, and yet craves 
satisfying companionship among friends of like age. 
The Junior Missionary Volunteer Society should be a 
treasure house of friendship. Boys and girls who 
know Jesus, should learn the sweetness of Christian 
fellowship. 

There are also two mental characteristics that 
stand out in bold relief. They are the fact that the 
Junior age is both a reading age and a time when 
memory is most active. 

The reading craze reaches its height at about the 
age of fourteen. “I often read a book in an evening,” 
said one Junior. “I’d rather read than do anything 
else.” It would be superfluous to speak here of the 
amount of pernicious literature available to the Junior. 
Eternal vigilance is the price of educating his literary 
taste. On the other hand, the influence of good litera¬ 
ture can never be overestimated. More than one mis¬ 
sionary has given hiS life for service because in his 
early years he became acquainted with missionary 
heroes through books. The Reading Courses provided 
by the General Department are an effort to meet 
this need. 


18 


The Junior Manual 


As to the memory ability of the Junior. A group 
of adults were together for an evening. Each was 
asked to contribute something in an offhand way to 
the pleasure of the company. It was later confessed 
that the music played or sung, the poems recited, were 
those learned during the Junior age. During this time, 
Scripture is easily learned by repeating frequently. 
Now is the time to fix forever in the minds of the boys 
and girls a reason for the hope that is within them. 
If properly conducted, the Standard of Attainment is 
a real blessing to the boys and girls of Junior age. 

Last, but not least, is the fact of physical growth. 
Perhaps in no other time do the muscles extend so 
rapidly. The awkwardness that is so common to the 
boys and girls of this age is due to nothing more than 
the fact that the muscles and bones have not grown 
proportionately fast. Physical activity is imperative 
to Juniors. They ache with pent-up energy. A so¬ 
ciety that gives nothing to the boy and girl but further 
opportunity of attending a long meeting is like the 
unnatural parent who gives a stone to the child crying 
for bread. This need becomes acute with many, be¬ 
cause they live in cities where their only playground 
is a sidewalk. Parents are often so engrossed in 
supplying the material wants of their children, that 
there is no spare energy to associate with them and 
direct this power. Once more the Junior superintend¬ 
ent can step into the breach. But now he needs help. 
In every Senior society, there are surely young people 
or young parents whose hearts are with the boys and 
girls, and who are willing to lead them in their physical 
and social activities. The need is to find such and keep 
before them the demand of the Juniors. An intelligent, 
enthusiastic Junior superintendent is something of a 
promoter, in that he keeps the needs of the adolescent 
before the church constantly. He can do much toward 
establishing an understanding relationship between 
Seniors and Juniors. But to the point in question. 


The Junior Manual 


19 


With proper help, the superintendent can meet the 
physical need of the Junior. He can give him what is 
rightfully his without leaving him to get it in his own 
way, often a mistaken one. A few walks, nature 
studies, or frolics in the snow, or association in work, 
will often do more toward winning the heart and con¬ 
fidence of the boy and girl than a dozen meetings. And 
never can a superintendent know his children until he 
sees them in unreserved and natural association. 

The spirit of prophecy has given some very definite 
instruction as to ways and means of forming the 
contact between adult and adolescent. The following 
instruction from the book “Education,” page 212, 
describes an effective method of winning our Juniors: 

“It is true of men and women, and how much more 
of youth and children, that only as we come in touch 
through sympathy can we understand them; and we 
need to understand in order most effectively to benefit. 
To strengthen the tie of sympathy between teacher and 
student there are few means that count so much as 
pleasant association together outside the schoolroom. 
In some schools the teacher is always with his pupils 
in their hours of recreation. He unites in their pur¬ 
suits, accompanies them in their excursions, and seems 
to make himself one with them. Well would it be for 
our schools were this practice more generally followed. 
The sacrifice demanded of the teacher would be great, 
but he would reap a rich reward.” 

Surely the Junior Missionary Volunteer Society 
can be an instrument in the hands of God to help in 
developing all-around Christians, those who, like the 
great Pattern, will grow “in wisdom and stature, and 
in favor with God and man.” 


Chapter II 


Organization 

How to Start a Junior Society 

There is a fascination about being yoked up with 
an organization that is accomplishing something. 
Children like to be in the swing of things. If there 
are but three Juniors in a church, there will be an 
inspiration in working together for the Master, that 
will be lacking if the boy or girl is left to himself. The 
Junior is a potential power house; all he needs is a 
leader who knows and loves him, and there is abundant 
energy loosed to perform any duty given him. In fact, 
where there are but one or two Juniors there will be 
a definite advantage in linking up with the conference 
society. Any boy or girl can join this society by apply¬ 
ing to the conference Missionary Volunteer secretary. 

Leadership Required 

The first requisite to a successful Junior society is 
the Junior superintendent. It is a duty of the church 
to elect such a leader. If the church has failed to do 
so, the subject may be brought to the attention of the 
board by any church member who sees the need. 

If there is a church school, the teacher is the Mis¬ 
sionary Volunteer superintendent because of his posi¬ 
tion. It is his duty to organize the Junior society. 

The church should also elect one or more assistant 
Junior superintendents, whose duty it is to superintend 
the meetings during the summer when school is not in 
session, and to assist the superintendent in regular 
society work throughout the year. Where the society 
is not a part of the school, the superintendent’s duties 
will be continuous through the year. Still, assistants 
should be appointed who will take responsibilities in 
the missionary and physical activities of the society. 

( 20 ) 


The Junior Manual 


21 


Time to Start 

As to the date for starting an organization, the day 
it is needed, it should be begun. The Junior Mission¬ 
ary Volunteer Society is primarily a church organiza¬ 
tion. If, however, there has been none in the church, 
the society should be organized the first week the 
church school convenes, by the teacher. If the matter 
is allowed to drag, the Juniors will soon get the idea 
that it is not very important. A little extra thought 
and planning by the teacher will help him to start 
things on time. Suggestions as to preparation and 
plans for the first meeting will be discussed under the 
chapter on meetings. 

Object of the Society 

The object of this society is to help train and 
exercise our boys and girls in Christian service, em¬ 
ploying and directing in this effort all the natural 
impulses of the child. The society seeks to cooperate 
with and reenforce the efforts of the home, the school, 
and the church, in the development of the child. 

Membership 

Where there is no church school, a society should 
be organized by action of the church; and then only 
those children who apply and are accepted become 
members. All children in Seventh-day Adventist 
church schools are members of the society when it is 
organized. While there are no hard-and-fast age 
limits, members should be old enough to comprehend 
and take part in the purposes of the society, and should 
generally pass from the Junior society at about the 
age of sixteen. 

The signing of the pledge, though not a test of 
membership, should be emphasized when the society 
is organized. This should be purely voluntary. Every 
boy or girl who puts his name to the card should do so 


22 


The Junior Manual 


because he subscribes to the principles set forth and 
promises to be active in the purposes of the society. 

Activities 

The activities of the society may be grouped under 
four heads: religious, intellectual, social, and physical. 
They embrace systematic Bible study, Reading 
Courses, promotion of music and other arts, home and 
community service, giving to missions, social gather¬ 
ings, training in industries of home, farm, and shop, 
and in various forms of fieldcraft and youthful 
recreation. By all these means, the society aims at 
the creation and maintenance of the highest ideals of 
Christian manhood and womanhood in the develop¬ 
ing child. 

Groups 

The society is divided into groups called units, con¬ 
sisting of from three to six members, one of whom is 
chosen as leader. Each unit is composed either wholly 
of boys or wholly of girls. 

The membership of the unit should be decided by 
the superintendent. Ordinarily the principle that 
Juniors of the same age are most congenial and enjoy 
missionary work of the same kind should govern in the 
selection of unit membership. Sometimes, though, it 
is advisable to have the Juniors living in a certain 
neighborhood belong to one unit. Then when a special 
missionary duty is assigned to it, the question of 
scattered residence does not prove a barrier. Some 
missionary activities, such as the mailing of papers, 
distribution of literature, etc., must have the leader¬ 
ship of an adult, preferably the superintendent or his 
assistants; and in such work, several units and even 
all may join, forming one band. 

Classes 

For the purpose of encouraging the development 
of members, the society is divided into three progres¬ 
sive classes, with religious, intellectual, social, and 


The Junior Manual 


23 


physical standards of admission. These classes are 
known as Members, Friends, and Companions. 

Requirements for Members 

Children who have been accepted as members of 
a Seventh-day Adventist church school, or who meet 
the approval of the officers of a Junior Missionary 
Volunteer Society, may enter as Members. 

Requirements for Friends 

1. Be at least ten years of age. 

2. Know the Junior pledge and law. 

3. Repeat the Ten Commandments, the twenty- 
third psalm, the Lord’s Prayer, and the Lord’s Promise 
(John 14: 1-3). 

4. Have a Reading Course certificate. 

5. Have a Home Efficiency certificate. 

6. Tie ten of the following knots, including all those 
italicized: overhand, granny, squxire, surgeon’s, slip, 
hoivline, double bow, sheet bend, sheepshank, fisher¬ 
man’s, tivo half hitches, clove hitch, Blackwall hitch, 
timber hitch, splice. 

7. Know the eight general directions without aid 
of compass. 

Requirements for Companions 

1. Know the books of the Bible in order; be able to 
repeat the Beatitudes and the three angels’ messages. 

2. Have a Bible Year certificate. 

3. Have a second Reading Course certificate. 

4. Have a Christian Help certificate. 

5. Be able to pass a test in elementary first aid 
and bandaging. 

6. Name and identify three planets, five stars, and 
five constellations. 

7. Name and identify ten birds, ten fiowers, ten 
trees, five poisonous plants, all native. 

8. Track or trail half a mile in twenty-five minutes, 
or satisfactorily describe two out of three store * 
windows. 


24 


The Junior Manual 


9. Swim twenty-five yards. (For exceptions, see 
page 162.) 

10. Have at least two* dollars in savings bank or 
invested in paying enterprise.^ 

Adaptability of Plan 

In this plan of organization, the superintendent 
and his assistants will join in all the activities of the 
children and help them to meet all requirements. The 
society is organized to meet the needs of the boys and 
girls. These requirements should not prove a burden, 
but a blessing. They should not draw the children 
from home duties or from other obligations resting 
upon them. They are meant to direct activity and time 
which might be misused if left undirected, and to 
supplement the work of the home and the church. 
They are meant to awaken in the heart of the boy or 
girl the love of the Bible and of nature, of service in 
home and church, and of wholesome recreation. It is 
conceivable that such work is already being done for 
some Juniors by their parents. If there is no need for 
this social and physical side of the organization, or if 
fitting leadership is unavailable, the superintendent 
may organize with but one class, that of Members. 
Any member of the society who does not wish to go 
on in the classification can remain a Member. The 
time given to meeting requirements or the effort put 
forth is purely voluntary on the part of the individual. 
Yet there will be added zest in observing the Morning 
Watch, in Bible study, and in missionary activity, 
when all members are encouraged to pass the require¬ 
ments of the classes. 

Officers 

The chief officer of the society is the superintend¬ 
ent. In all church school societies, the teacher is 

^ Help for the superintendent in meetini? and teaching these require- 
• ments may be found in the last section of the Manual. 

Any boy or girl deprived of the privilege of a fully organized society 
may arrange by correspondence with the conference Missionary Volun¬ 
teer secretary for instruction, tests, and admission to successive classes. 


The Junior Manual 


25 


superintendent by virtue of his office. In a church so¬ 
ciety, the superintendent must be a mature person of 
proper qualifications, elected by the church. It is the 
superintendent’s duty to lead, inspire, and train the 
members in all purposes of the organization. He shall 
preside at all meetings, except when he may appoint 
another, or when a society leader has been elected for 
the performance of that duty. 

The assistant superintendents shall be mature per¬ 
sons of proper qualifications, who shall assist the 
superintendent in any part of the work, but especially 
in the group activities of the society. There shall be 
a man to lead in the boy activities, and a woman in the 
girl activities; these may be two assistants, or the 
superintendent and one assistant. 

There shall be a secretary-treasurer and an organ¬ 
ist, who shall be elected by the society from among its 
members. These officers shall be nominated by a com¬ 
mittee appointed by the superintendent and of which 
he shall be a member. 

A society leader may, in the same manner, be 
elected from among the members, to preside at the 
meetings and otherwise assist the superintendent. 

Each unit shall have a leader, who shall be chosen 
by the members of the unit, in counsel with the super¬ 
intendent or one of the assistants. 

Executive Committee .— The executive committee 
consists of the superintendent, the assistant superin¬ 
tendents, the leader, the secretary-treasurer, and the 
organist. This committee is also to act as program 
committee. 

Choosing of Officers .— As stated, the election of 
superintendent and assistant superintendents is a 
matter for the church; but the children should join 
with the superintendent in electing their leader and 
other officers. Such officers should be chosen with care. 
If the superintendent is new in the community, it is 


26 


The Junior Manual 


far better for him to conduct the meetings himself 
than to risk placing them in the hands of a boy or 
girl who may not be a dependable Christian. Some 
Junior workers feel that even where the superintend¬ 
ent is well acquainted with the members of the society, 
it is advisable for him to take charge of the meetings 
until everything is running smoothly and the plans are 
launched. This is a wonderful opportunity for him to 
demonstrate to the children the sacred character of 
the work, and make an impression that will have a 
molding influence on all following society activity. 

When, however, the superintendent is acquainted, 
he may proceed to have a leader elected. He should 
appoint a nominating committee to meet with him to 
suggest officers. These should be duly elected by the 
society at a regular meeting. As a member of the 
nominating committee, it is possible for a superintend¬ 
ent to do much by the art of suggestion to safeguard 
the election of officers. In discussing various names 
for the leadership, care should be taken to say nothing 
which would reflect upon the character of any boy or 
girl. Emphasize the desirable traits of the Junior you 
believe would make the best leader, saying nothing of 
the undesirable traits of another. Thus can the super¬ 
intendent direct the selection of officers while allowing 
the Juniors to choose their own officers. 

The organist and the secretary-treasurer are 
elected in the same manner as the society leader. The 
unit leaders, though, are chosen by the unit members 
in counsel with the superintendent. Much can be done 
to have the proper unit leaders chosen, by a careful 
division of the children into units at first. Study the 
children before grouping them. It is easy, at the start, 
to have those together who will be a help to each other 
instead of a hindrance. After such a division, talk 
over with each unit who should serve as leader. Have 
a suggestion ready as to who you think might take this 
position first. Make clear that unit leaders are to be 


The Junior Manual 


27 


elected every six weeks, so that all will have a chance 
to lead as well as to follow. 

Qualifications of Officers .— The ideal superintend¬ 
ent is one whose heart is suffused with Christ's love 
for boys and girls; who is both patient and persistent, 
with common sense enough not to be lost in bypaths, 
and yet with ingenuity enough to keep out of ruts; who 
combines speed with smoothness; who is both musical 
and methodical; and who has learned the meaning of 
that small word “brief.” Much prayer is necessary in 
carrying forward this work for the children. Pray 
the Father to give you grace to set before your Juniors 
the example of true Christian living which you desire 
to see reflected in them. 

Each officer from among the children should be 
'selected for his ability to fill the position he is to oc¬ 
cupy, and not simply because he is popular. The 
secretary-treasurer should be able to write reports and 
keep the society records, without depending upon the 
superintendent to do the work for him. 

The leader of the society may be either a boy or a 
girl. It is a good plan to have a boy, since such a posi¬ 
tion seems naturally to belong to him, though the 
superintendent is at liberty to do whatever seems best. 
Sometimes a girl may be better qualified to fill the 
position than any of the boys, and of course it is per¬ 
fectly proper to choose her for leader if desired; but 
should you have a boy who is reasonably well suited 
to the work, give him a trial. If there is no special 
reason why it should not be so, select a girl as secre¬ 
tary. In most cases, girls write better reports, and 
give more attention to details, than do boys. 

Duties of Officers .— The leader chosen from the 
children should sustain such relation to the general 
work of the society as is thought best by the superin¬ 
tendent. He may preside at the business meetings, 
and help in the general management of the society. He 
may also conduct the regular weekly meetings. In 


28 


The Junior Manual 


schools where, at the opening of the term, none of the 
children seem qualified spiritually to do this, the 
teacher, as already suggested, may act as leader until 
a better condition develops. Each teacher-superin¬ 
tendent will be able to judge what is the best plan to 
follow in his school. 

The secretary-treasurer should keep a careful re¬ 
port of all meetings. He should also keep a list of the 
society members, with a record of the work done by 
each. It is his duty to write the business letters of 
the society, when so instructed, and to give notice of 
committee meetings and special meetings of any kind. 
Once a quarter, or once a month, according to the 
custom of the conference, he should send a complete 
and accurate report of the society to the Missionary 
Volunteer secretary of the conference. A report of 
missionary work should also be handed to the church 
missionary secretary at such times as agreed upon by 
the church officers. The superintendent should see that 
this is attended to promptly. 

The secretary-treasurer should also handle the 
money of the society and keep a careful account of 
the manner in which it is expended. But to guard 
against temptation, experienced Junior workers recom¬ 
mend that after the money received has been carefully 
counted and entered in the secretary-treasurer’s record 
book, it shall be at once placed in the nearest bank. 
Checks should be issued only at the instruction of the 
executive committee. This is an opportunity for the 
superintendent to teach valuable lessons in banking. 

The organist should be able to play, with accuracy 
and spirit, the hymns chosen for each meeting. If 
there is any doubt as to his ability to do this, the selec¬ 
tions to be used should be given to him some time in 
advance of the meeting, so he may have opportunity 
to practice them. The value of good music can not be 
overestimated. “None but the best is good enough.” 


The Junior Manual 


29 


The unit leader should be responsible for informing 
all members of any appointment or instruction given 
him by superintendent or assistant superintendents. 
When a duty is assigned to the unit leader, he is 
responsible for the performance of that duty. (See 
page 73.) 

Meetings 

Meetings of the society are to be held weekly. In 
the church school society, the meetings may be held as 
a part of the day's exercises, preferably on Wednesday. 
In cases where the regular meetings are held upon the 
Sabbath, provision may, when necessary, be made for 
special meetings to deal with matters not appropriate 
to the Sabbath. 

Further suggestions as to the how, when, and why 
of the society meetings, will be given in chapter 4. 

Funds 

The funds for the society expenses shall be derived 
from voluntary donations by the members and by 
patrons of the society. So far as possible, these funds 
should be earned by the members themselves, and 
should be expended by vote of the society. Money for 
special purposes, as Christian help work or foreign 
missions, may be raised by any proper methods deter¬ 
mined by the officers of the society or the General 
Department, and should be applied as intended and 
according to the regular plans. 

If, however, money is needed to carry on the other 
activities of the society, not classed as missionary, 
these funds should be earned by the boys and girls. 
Encourage them to stand on their own feet and ask no 
money from parents. 

There are many ways in which this can be done. 
During the winter months, when the weather forbids 
outdoor activities, the Juniors can make useful ar¬ 
ticles that are readily salable. Handcrafts such as 
basketry, woodwork, etc., are convenient methods for 


30 The Junior Manual 

earning money, and are also of inestimable value to 
boys and girls. 

The money thus earned should be kept in a common 
fund by the assistant superintendent. He should use 
it only as those who earned it direct. Encourage all 
to earn a certain amount. In one such society, a goal 
of three dollars was set. Each member tried to earn 
this in two months. The money was to be spent to 
buy further equipment for handcraft work, and what¬ 
ever remained was to be held for missionary purposes. 
The Juniors worked energetically and enthusiastically, 
not realizing that the Work itself was a valuable 
training for them. It is needless to say that they more 
than doubled their goals. 

Insignia 

Have you ever seen a boy’s coat lined with buttons? 
They may be worth little in the sense of money value, 
but if they stand for something done or some new 
height attained, they hold an important place in the 
eyes of every Junior. The button for the Junior Mis¬ 
sionary Volunteer is a simple celluloid button with a 
map of the world for background and the letters 
J. M. V. in the following colors: Members, red; 
Friends, blue; Companions, gold. 

These buttons must stand for something accom¬ 
plished by the boys and girls. There must be such a 
check on them that only those who have done the work 
required by the class of Friends can obtain a blue 
button. For this reason, the blue and gold lettered 
buttons will not be sold, as are the red lettered Mem¬ 
bers’ buttons. They will be awarded by the conference 
secretary when he has sufficient reason to believe that 
the applicant has met the requirements. Tests, not the 
conventional written kind, but such as will guarantee 
the knowledge of every Junior for each requirement, 
should be passed by each candidate for promotion. 
When the Junior superintendent of the local society 


The Junior' Manual 


31 


is certain that a member has met all the requirements 
for a certain class, he should make out a statement 
to that effect for the conference secretary. The latter 
returns the proper, button to the superintendent, who 
in turn awards it to the Junior. 

Awarding Buttons .— In the heart of every Junior 
lies the respect for the formal. He may dislike stiff 
occasions in which he has to take part; but at the same 
time, he enjoys that which may be termed an event, 
something out of the ordinary. Awarding of buttons 
is out of the ordinary, and should be recognized as 
such. Plan a special program. Emphasize the ideals 
of the society. Recitations and two-minute talks on 
the Junior pledge and law are in place. Then let the 
boys and girls know that you are expecting more of 
them, their capabilities are broadening, they are ready 
for greater service. They have proved faithful in the 
requirements of the first class; more is to be intrusted 
to them. After the significance of the button is put 
before them, call upon them to repeat the Junior pledge 
and law. Make the presentation of the button some¬ 
what formal. For example, on one occasion, after a 
program similar to the one suggested, the superintend¬ 
ent asked for a Reading Course certificate and a Home 
Efficiency certificate. Upon receiving them, she re¬ 
plied: “Knowing that you have complied with the 
other requirements for membership in the class of 
Friends, I now award the button which marks you as 
such. Keep this emblem carefully, keep it unstained, 
and above all, keep those characteristics of kindliness 
and helpfulness in your heart which mark you as a true 
Friend." Subsequent events proved how truly the 
Juniors prized their buttons. 

Demotion 

It is the consensus of opinion that there should be 
some method of depriving a Junior of his class stand¬ 
ing, should his character or acts prove unworthy of the 
high ideals for which his name stands. A boy or girl 


32 


The Junior Manual 


should not be allowed to wear a button which proclaims 
him what he is not. Still, the Junior Missionary Vol¬ 
unteer insignia is not a simple reward of merit, nor 
should a child be deprived of it because of some mis¬ 
demeanor. In other words, the button can not be taken 
away merely as a punishment. It is the emblem of 
something the Junior has accomplished, and he can 
only be deprived of wearing it when his character has 
become such that he can no longer be classed with 
those who hold the high ideals of the society. 

The deprivation of a button should not be done 
arbitrarily by the superintendent. There should be 
such harmony of ideas and ideals between the super¬ 
intendent and the members, that the Juniors them¬ 
selves endorse the act of the superintendent. Children 
respond to the setting forth of such ideals, and success 
in maintaining the standard depends upon unwavering 
loyalty to the highest and best purpose of the society. 
Then when a member fails, the Juniors themselves 
will recognize it. 

Sometimes it is possible to make a delinquent 
Junior realize his own error, and such usually respond 
to the request to give up the button. Opportunity to 
do this should always be given the Junior in a private 
talk, before anything public is done. The Junior 
should never feel that he has been forced to give up 
his button, even though it be done in private. Care 
should be taken that he harbor no sense of injustice. 

If, however, he refuses to do as the superintendent 
requests, the latter should call in the officers, along 
with the delinquent member, and lay the matter before 
them. Be sure you have the sympathy of the Junior 
officers in any step you take. 

There may be cases where the taking of the button 
should be made still more public. If so, present the 
matter to the society, and after the reasons are fully 
set forth, let a vote be taken. “Fair play” is a cher- 


The Junior Manual 33 

ished right of the Junior, and every member should 
feel that a “square deal” has been given. 

It should also be remembered, though, that the 
Junior age is a sensitive age. Irreparable harm may 
be done to the boy or girl -who is needlessly humiliated. 
In less serious cases, depriving a child for a certain 
length of time might have a wholesome effect. In such 
instances, when the responsibilities of office make it 
necessary to talk over the faults of one with other 
Juniors, the superintendent should endeavor to make 
the children feel their obligations to be kind to the 
erring one. They should also be made to see that any 
discussion of the matter in a general way, or any un¬ 
kind or unnecessary criticism of the member to others, 
is a violation of their sacred responsibility as officers. 
The superintendent should pray much, and say no more 
than is necessary to safeguard ideals and keep the 
standards of the society high. 

Relation of the Junior and Senior Societies 

As has already been stated, there is no hard and 
fast age limit to the Junior society. The boys and 
girls of the church school are members of the society 
of the school. After they have been graduated from 
grammar school and have their friends among the 
older young people, their membership should be trans¬ 
ferred to the Senior society. Yet there are cases 
where real perplexity arises. 

For instance: Mary and Jane are bright fourteen- 
year-old girls, who in the fall will be in the eighth 
grade — the finishing year in the church school. Dur¬ 
ing the summer, they attend the Senior Missionary 
Volunteer meetings, and enjoy being there. Having 
been encouraged by the leader to join the society, they 
are glad to do so, and manifest a real interest in 
the work. 

September comes. The church school teacher or¬ 
ganizes a Junior society, and the cooperation and 


2 


34 


The Junior Manual 


interest of all the pupils is needed to make it a success. 
But Mary and Jane do not wish to join it. “We already 
belong to a society,” they say. Now what is one to do 
in a case like that? 

First of all, the teacher should have a heart-to- 
heart talk with the girls, making them feel that they 
are really needed in the Junior society. Being older 
pupils, they have a strong influence among the chil¬ 
dren. If they choose to be members of the Senior 
society, and take no interest in the church school 
society, the other children will become discontented, 
and a spirit of dissatisfaction will come in. On the 
other hand, if they join heartily in making the Junior 
work a success, they will be manifesting the spirit of 
true Missionary Volunteers. 

Sometimes the path of duty does not lead in the 
way one would choose to take; but to be a real follower 
of Jesus means to work cheerfully and willingly wher¬ 
ever one is most needed. 

It would not be wise for the teacher to say, arbi¬ 
trarily, “You must join the Junior society;” but he 
should prayerfully and tactfully work to induce these 
older Juniors to see the wisdom of doing so. He will 
not fail, if he goes about it in the right way. He may 
suggest that those who are members of the Senior 
society get Missionary Volunteer transfer cards from 
that society to the Junior society. Then in the spring, 
if desired, these members may again be transferred 
to the Senior society, as Junior members, or as regular 
Senior members, as the case may be. There is no 
objection, however, to Juniors’ attending the Senior 
meetings at any time and taking an active part in each 
of them, if they can do so without neglecting their 
own society, and so long as there is no duplication of 
the membership or missionary reports. 

Some special responsibility should be laid upon 
these older Juniors of the Junior society. Office in 
the society may be given them if they are qualified, or 


The Junior Manual 


35 


they may be appointed as unit leaders. This will bind 
them to the society, give them more interest in the 
work, and cause them to feel that they are needed. 

For the success of the Junior society in the school, 
the pupils should plainly understand that it is classed 
as a part of the regular school work, and that hence 
each pupil is expected to do his part on the program, 
and to engage in the activities of the society. 

The Junior superintendent is a member of the 
executive committee of the Senior Missionary Volun¬ 
teer Society. In order that a proper division of labor 
and territory may be made between the Senior society 
and the Junior society, and to avoid duplication of 
effort, the Junior superintendent should keep in close 
touch with the work of the Seniors by being present 
at their committee meetings and joining with them in 
outlining plans for missionary work. 

The Comrade Band 

There is yet another link between the Junior society 
and the Senior society. When a boy or a girl has 
passed through the successive classes of the Junior 
society, he is qualified to take the tests to become a 
Regular Comrade. The Comrade band is a band of 
the Senior society which is divided into three classes 
very much the same as the Junior society is divided. 
They are Comrades, Regular Comrades, and Master 
Comrades. Any Senior member who wishes to do so, 
may become a Comrade; but he is not eligible to take 
tests for becoming a Regular Comrade, until he has 
passed a preliminary test which is equivalent to all the 
tests passed by the Junior in his society. Thus a 
Junior who has progressed in the regular way has the 
advantage over a Senior joining the band. More and 
more comprehensive requirements are to be met in each 
successive class, until at last the Junior, now a young 
man or woman, is trained to become an assistant 
Junior superintendent in the Junior society. He is a 
Master Comrade. 


36 


The Junior Manual 


Society Work in Summer 

Summer time is the harvest time for the Junior 
worker. If complete work has been done, the assistant 
superintendents have worked with the Junior superin¬ 
tendent all the year, taking special responsibilities in 
the physical activities of the members. The children, 
busy with school and the routine duties of the winter, 
have little surplus time or energy. Summer is the 
time when the boy and girl do not know what to do 
with themselves. It is the time when the social and 
physical development towers above the intellectual. 
If the superintendent goes away, the assistants should 
be ready to take up the work systematically, ener¬ 
getically. 

Neglect of these opportunities leaves time heavy on 
the hands of the Junior, and there may be serious 
results. It is said that in the city of Chicago, about 
eighty per cent of the crimes committed by children 
can be directly traced to idleness, lack of parental over¬ 
sight, and insufficient religious training. This all goes 
to show that children need proper direction and in¬ 
struction, and they need it in summer even more than 
in winter. The Junior work, under suitable leadership, 
will materially help to meet this need. The Junior 
society is a splendid thing in winter; but we need it 
tivice as much in summer, when the children are not 
in school. 

If there have been no assistants, the superintendent 
should present the need of such to the church board 
early in the spring. Some responsible Senior Mission¬ 
ary Volunteer, or possibly a parent, should be appointed 
early in the spring, and should become thoroughly 
acquainted with the work before the teacher-superin¬ 
tendent leaves. A copy of this Manual should be placed 
in the hands of the superintendent who is to carry the 
work through the summer. 

Well planned meetings, plenty of missionary work, 
wholesome association, and profitable reading, will help 


The Junior Manual 


37 


to make the leisure hours of the summer truly fruitful 
ones; and who knows but habits of helpfulness that 
will influence later years may be rooted and watered 
by summer vacation days? 

Responsibility of the Senior Society .—“For unto 
whomsoever much is given, of him shall be much re¬ 
quired.” The young people of the Senior society little 
realize how many opportunities are open to them. The 
Senior Missionary Volunteer may wield an influence 
that no one else can wield — if he but takes the time 
and the interest. 

A teacher gives an example of this. One of her 
Junior boys, rather a hard lad to manage, was changed 
from an indifferent, careless pupil to a manly, earnest 
boy, as a result of the personal interest taken in him 
by one of the young men. This young man spent part 
of each Sabbath with a few of the Junior boys, partici¬ 
pating with them in good reading, walks, etc. His 
influence proved a great blessing to these boys. Others 
may have the same experience. 

Of course, the Sabbath belongs first to the parents 
and their children. Yet, too often we find divided 
homes in our own churches; and where the boys or 
girls have not the companionship of a Christian father, 
the challenge to the consecrated young men and women 
of the church becomes doubly urgent. Such young 
people should be urged to join the Comrade band and 
train themselves for efficient, intelligent leadership of 
their younger brothers and sisters. Those who finish 
the Master Comrade course not only have the knowl¬ 
edge which will enable them to lead the Juniors in all 
lines of their activities, but they will know and love 
boys and girls for their own sakes. 

And after all, there is a great blessing in compan¬ 
ionship with the boy and girl. There is something so 
responsive, there is such loyalty and joyousness, that 
the touch of years is stayed for those who live with the 
Juniors. It takes time, it takes the laying aside of 


38 


The Junior Manual 


plans, to be big sister or brother to those younger; but 
it pays “good measure, pressed down, and shaken to¬ 
gether, and running over.’* 

Transferring the Summer Junior Society to the School 

In taking over the Junior society that has been 
conducted in the church during the summer vacation, 
the teacher-superintendent should counsel with the 
superintendent of the summer. It is also desirable to 
secure his assistance, especially during the early weeks 
of school. This plan will enable the teacher to carry 
the work forward without a break. 

There may be exceptional circumstances that will 
make it desirable to continue the Junior society in the 
church during the school year. This should not be 
done, however, without most careful consideration and 
the decision of the church board. There are places, 
sad to say, where a large number of children are not 
in the church school; and there may be in some church 
a strong leader with whom it would be best to leave the 
superintendence of the Junior society, and who, by the 
heartiest cooperation with the school, would add his 
strength to that of the teacher in doing a strong, effi¬ 
cient work for all the children of the church. 

In case the society remains in the church, if the 
teacher is not chosen as superintendent by the church 
board, he should at least be appointed assistant super¬ 
intendent. In this way, he will be kept in close touch 
with the spiritual work done for all the children, and 
be better able to carry forward certain phases of the 
Junior work that must be promoted in the school. The 
teacher should conduct prayer bands, weekly consecra¬ 
tion meetings, the Reading Course and Standard of 
Attainment work, and do everything possible to pro¬ 
mote missionary activities, even if the society is con¬ 
ducted in the church. 


Chapter III 
Junior Society Ideals 

The Junior age is an age of ideals. Every boy and 
girl is awakening to a wonderful world with great pos¬ 
sibilities. He has not yet rubbed elbows with reality 
and received doubts as to his ability to attain. The 
high, the hard things, appeal to him; and if everyday 
duties are linked with romance, they take on a new 
significance. Any Junior organization which ignores 
this ruling characteristic of adolescence has a definite 
weakness. Recognizing this fundamental fact, the 
Missionary Volunteer Department has tried to embody 
Junior ideals in a set of simple but comprehensive 
statements known as the Junior law and pledge. When 
the Junior becomes thoroughly familiar with these 
rules of life, they will become to him the great prin¬ 
ciples of Christian living. 

All that these statements mean is but hinted at in 
the following interpretation. Link up the meaning 
with the simple statements so that as soon as the 
words “Keep a level eye,’' for instance, are spoken, all 
that they mean flashes into the mind of the Junior. 
Repeat the law and pledge frequently. Definite results 
are accomplished by the saying and thinking of high 
standards. The wise superintendent will improve to 
the utmost this opportunity to make the idealism of 
the Junior and the reality of everyday life clasp hands. 

Never urge one to sign the pledge or to memorize 
the law and pledge, who does not care to do so. Any 
violation of the law is a subject for prayer and per¬ 
sonal work. The parents should know and understand 
the Junior law and its scope. 

Junior Missionary Volunteer Pledge 
By the grace of God,— 

I will be pure and kind and true, 

I will keep the Junior law, 

I will be a servant of God and a friend to man. 

(39) 


40 


The Junior Manual 


Interpretation .—“By the grace of God" means that 
in all my efforts to keep the Junior pledge and law, I 
will rely on Him, realizing that His strength is made 
perfect in my weakness. When I repeat the Junior 
pledge, I am repeating a promise. 

“I will" means that I have purposed in my heart to 
fulfill all the obligations set forth in the pledge and 
law, and that I am relying on the grace of God to help 
me do it. 

“Be pure and kind and true," and “be a servant of 
God and a friend to man," is a terse way of saying all 
that the law means. I will study the interpretation of 
the law, and strive to live up to its spirit. 

Junior Missionary Volunteer Law 
The Junior Missionary Volunteer law is for me to — 

1. Keep the Morning Watch. 

2. Do my honest part. 

3. Care for my body. 

4. Keep a level eye. 

5. Be courteous and obedient. 

6. Walk softly in the sanctuary. 

7. Keep a song in my heart. 

8. Go on God’s errands. 

Interpretation .—“Keep the Morning Watch." The 
Morning Watch is a word from God and a word to God. 
It begins the day for the Missionary Volunteer. 

When I wake up in the morning, I will read or 
repeat some part of the Scriptures and think about it. 
And if I can, I will go out of doors among the things 
God has made. This is the word from God; for 
through the Bible and through nature, God speaks 
to us. 

I will pray, thanking Him for His blessings, and 
asking Him for the things that I and others need. 
This is the word of God, and He has promised to 
hear me. 



The Junior Manual 


41 


The Scriptures I read may be whatever the family 
is studying, or some part of my Bible Year work, or 
the Morning Watch program in the calendar of the 
Missionary Volunteers. 

I will keep the Morning Watch because listening to 
God and talking to God is the sure way to keep pure 
and kind and true, a servant of God and a friend 
to man. 

“Do my honest part.” The true Missionary Volun¬ 
teer will be a boy with backbone or a girl with grit. 
Whiney folk can not keep the Missionary Volunteer 
pace. To do my honest part means to do my duty in 
whatever falls to me to do. If I have school lessons to 
get, I will do my best every day to get them. If I have 
chores or housework to do, I will do them without 
shirking, and make everything shipshape before I am 
through. ' If I have a part in a game or a sport, I will 
put myself to the stretch on it without fussing. Bawl¬ 
ing shows lack of self-control: a Missionary Volunteer 
is self-controlled. If I lose, I will smile; if I win, I 
will praise the other side. When I have a part in the 
Sabbath school or missionary work, or any other field 
of my religion, I will go at it like a Christian and- a 
Missionary Volunteer, doing with a vim whatever is 
assigned me or whatever I can find to do. 

I will not be afraid of anything that is my duty, 
for God is with the courageous to help them through. 

I will stand up to my job whatever it is, and make 
everyone know that a Missionary Volunteer is trust¬ 
worthy in everything he undertakes. 

I will take care of my money, so that I may have 
something to work with and to use wisely when it is 
needed. I will take care of all things I own, and of all 
things that are put in my charge, learning how to earn, 
how to save, and how to use both money and property; 
because to “do my honest part” requires that I be 
thrifty. 


42 


The Junior Manual 


I will do my honest part even if the other fellow 
does not do his. The more others fail on their part, 
the more need for me to do all of mine. And if I do 
my honest part at all times, others will learn to do 
theirs. 

“Care for my body.” It takes a healthy body to 
make a true Missionary Volunteer. A strong body 
makes it easier to have a clean mind. A strong body 
can be used by God for greater service. Because of 
this close relationship between body, mind, and soul, I 
will consider it a duty owed my heavenly Father to 
maintain my health to the best of my ability. I will 
keep my body strong by breathing deeply, by exercise, 
proper diet and dress, and by observing all the laws of 
health. I will study and apply the knowledge of physi¬ 
ology and hygiene. 

“Keep a level eye.” The eye that can look straight 
into another eye without flinching and without hard¬ 
ness is an honest eye and a pure eye. It belongs, 
besides, to the boy or girl who is not thinking too much 
of himself or herself. 

It takes an honest life to make an honest eye. To 
keep a level eye means that I will not steal, nor lie, nor 
deceive. I will tell the straight truth, no matter 
whether I suffer for it or not. The good feeling that 
comes from knowing I have been straight in deed and 
word is worth more than any escape from penalty. 
Even a bad deed is partly redeemed by telling the truth 
about it. I will practice telling the straight truth in 
little things, that I may be able to stand for the truth 
when bigger tests come. 

It takes a pure life and pure thoughts to make a 
pure eye. Remembering that “blessed are the pure in 
heart,” I will despise filthy thinking and dirty talk. I 
will stop them wheh I can, and get away from them 
when I can not stop them. 

It takes an unselfish life to make an innocent eye. 
I will try to think more about others and their good 


The Junior Manual 


43 


qualities, and to forget about my own. I will praise 
others instead of praising myself. 

I will stand up straight, get a full chest, carry a 
lifted chin, and keep a level eye. 

“Be courteous and obedient.” I am set in this 
world to help. Courtesy is helpfulness shining out of 
the heart. I will always give a kindly greeting, and 
ever be ready to help the stranger, the aged, the sick, 
the poor, and the little ones. To pick on younger and 
weaker ones is to be a bully, and to refuse to help those 
in trouble is to be a coward. A Missionary Volunteer 
can not be a bully or a coward. 

Nobody can command until he has learned how to 
obey. I may not always like it, but I will learn to obey, 
without hesitation and without talk, those who have 
the right to direct me. My parents are to be obeyed, 
my teachers are to be obeyed, and my Volunteer officers 
and the officers of the government are to be obeyed. I 
will pay respect, besides, to all persons older than I, 
and be more ready to listen to them than to tell them 
what to do. I will try to learn this truth,— that the 
less I know, the more I think I know; and the more I 
know, the less I think I know. 

To be able to obey, I must have control of myself. 
I must be able to deny my appetite, to stand hunger 
and thirst when necessary, to keep my temper, and to 
control all my passions. And above all, I must obey 
God. To do this, I must ever be learning what He 
commands, and by His grace, obey His laws. Obedi¬ 
ence to God comes first, obedience to parents next, and 
obedience to teachers and officers follows. 

“Walk softly in the sanctuary.” The Missionary 
Volunteer is reverent. Wherever God is, I will walk 
softly, making my feet, my hands, and my heart fit the 
time and the place. God is in the church building, be¬ 
cause it is dedicated to His service. In the church, I 
will be quiet, careful, and reverent, in all I do and say. 


44 


The Junior Manual 


God is present at all prayer time. I will shut my 
eyes and think of Him while I or others may be 
praying. 

And God has made for Himself a temple and an 
audience room in all the woods and fields. There I 
may shout and play as well as study and think; but I 
will take care not to destroy anything needlessly, and 
I will listen well to what God tells me there. 

“Keep a song in my heart." Singing will keep me 
happy, and I must be happy to make other people 
happy. I will learn good songs by heart, and sing them 
with others and also while I am alone. I will carry my 
hymn book in my head, and publish it with my voice. 

When things are all right, I will sing because I feel 
like it; when things are all wrong, I will sing until I 
feel like it. I will practice singing, out loud, or softly, 
or just in my heart, wherever I am and whatever I am 
doing. For a singing Missionary Volunteer is a cheer¬ 
ful Missionary Volunteer, and a cheerful Missionary 
Volunteer is the only kind of Missionary Volunteer 
there is. 

“Go on God’s errands." The only purpose of the 
Missionary Volunteer is to do God’s work. By and by 
he may be trekking out in the middle of Africa, or 
paddling up the headwaters of the Amazon, or trudg¬ 
ing on the bypaths of China toward a far mission; but 
just now he is trekking behind the cows from the 
pasture, pumping water from the old well, carrying 
ashes from the furnace, cleaning windows, shoveling 
snow from the sidewalk, and trudging on the road to 
school. And every one of these is God’s errand. 

He may help to make garden for the old man next 
door now, and by and by be feeding the starving Chi¬ 
nese ; he may tie up the stubbed toe of a little brother 
now, and by and by be healing the wounds of the battle- 
stricken ; he may build fires for mother on cold morn¬ 
ings now, and by and by be teaching the Eskimos in 
Greenland; he may clean the stables for father now. 


The Junior Manual 45 

and by and by clean out heathenism from Timbuktu 
and Tibet. 

The more practical things I learn how to do, the 
more I can be of use in helping others. Farm work 
and work with tools, housework and nursing, and prac¬ 
tice in fieldcraft, woodcraft, and watercraft, are things 
for Missionary Volunteers to learn as they can, for the 
purpose of being of more use to others. 

But whatever the Missionary Volunteer finds to do 
that will lighten somebody’s burden, or ease some¬ 
body’s pain, or put a song in some one’s heart, that is 
God’s errand, and he will go to it. 

The Society and the Home 

The Junior Missionary Volunteer Society is to co¬ 
operate with and reenforce the efforts of the home, the 
school, and the church, in the development of the child. 
First of all, the boy and girl belong to the home. To 
cooperate intelligently with the home, the society must 
meet the child there. Too often the impression is 
unwittingly given that religion is one thing and homely 
duties and relationship are quite another. The object 
of the Junior Missionary Volunteer Society is to show 
its members that to be reliable in performing a duty 
about the house is just as important as to be depended 
upon for a talk in meeting. To accomplish this, there 
must be the closest cooperation and understanding be¬ 
tween parents and superintendent. The purpose of 
the Home Efficiency and Christian Help certificates is 
to awaken the Junior to his Christian responsibilities 
in the home, and to be the point of contact between 
home and society. 

Every superintendent should visit the parents be¬ 
fore presenting the requirements which call for the 
certificates to the members of the society, and the 
meaning of a signature by father and mother should 
be thoroughly explained to parents. Then take up the 
matter with the boys and girls. Exalt the privilege of 


46 


The Junior Manual 





HOME EFFICIENCY CERTIFICATE 

To the_H.CX<l.r5rjOlr](|___Junior Society of Missionary Volunteers: 

THIS CERTIFIES that_^l>er.L&,O.Wlt_has during the 

term of probation met the standard of home efficiency, by 

taking care of _ own room, person, and clothes, and by doing 

well _assigned duty of_lvO'>44*_J*yWl(-__ We therefore 

recommend JlIJA _for admission to the Class of Friends of the 

Junior Missionary Volunteers 

-^ —, Father 

Mother 






being a true Missionary Volunteer in the home. Tell 
them that caring for one’s person, room, and clothing 
is the least that should be expected of any i)oy or girl. 
A true Missionary Volunteer bears a share of the home 
burdens. No boy or girl will fail to respond, especially 
if there is complete understanding with parents. The 
length of time for probation may vary. It should be 
at least three months, and may extend through the 
period in which the Junior is endeavoring to meet the 
other requirements. 

These certificates are printed on neat cards. Order 
them from your tract society secretary, and have them 
on hand when you present the requirements to the 
Juniors. After they are properly signed and presented 
to the superintendent, they may be kept by him, or if 
thought best, returned to the Junior. This, though, is 
not necessary, as the button sent by the conference sec¬ 
retary is really a pledge of the signed certificate. 

The Junior Society and the Community 

Junior years are years of swift development. The 
horizon of the boy’s or girl’s life is widening rapidly. 

















The Junior Manual 


47 





CHRISTIAN HELP CERTIFICATE 

To the -Junior Society of Missionary Volunteers: 

THIS CERTIFIES that-ATbeii-BjCOYCll^^has while a 
member of the Class of Friends, been active in Christian Help work, 
showing a spirit of helpfulness in lifting the burdens of others in the 
home and the community. We recommend -llAlU - fnr admission 
to the class of Companions of the Junior Missionary Volunteers. 

_. Father 

Mother 

-Superintendent 



! 




For this reason, the Christian Help certificate required 
for classification as a Companion includes service in 
the community as well as continuing helpfulness in the 
home. This means that the Junior has been a good 
influence in the school. It means that he has done his 
part faithfully in Sabbath school. But above all, he 
has at all times been willing to help others whenever 
opportunity has offered. It is fitting, therefore, that 
another, one outside the family, should affix his signa¬ 
ture to the document. 

Because of wide differences in community circum¬ 
stances, the duties which fulfill the spirit of this cer¬ 
tificate differ. A wise superintendent will make out a 
list of things which he believes meets the requirements 
in his local community. Write these on the back of the 
certificate, so that both the Junior and his parents may 
understand the scope of the certificate. 

These certificates also are handled by the local tract 
societies. The superintendent should obtain them in the 
same way that he does the Home Efficiency certificates. 



















Chapter IV 


Junior Missionary Volunteer Meetings 

One of the most common mistakes Junior workers 
make is the measuring of a society’s success by its 
weekly programs. No superintendent should allow 
himself to think that his work is complete as soon as a 
good program is assured. Still, a Junior Missionary 
Volunteer Society is not a success unless the program 
each week grips the thought and effort of the boys and 
girls. God asks human beings to assist in saving hu¬ 
man beings. And so perhaps the first prerequisite to 
a successful society is the personal work of the super¬ 
intendent for the members in it; and the second, the 
guiding of the boys and girls in work for others. The 
results are inevitable — a live, wide-awake society will 
have live, wide-awake programs. On the other hand, 
enthusiastic endeavor on the part of all is often 
obtained by awakening the interest through the 
programs. 

Aside from the interest and personal touch of the 
superintendent, however, there are some very technical 
points which make and unmake good Junior Mission¬ 
ary Volunteer meetings. 

Nature and Length of Meeting 

A meeting should never be too long. From thirty 
to forty-five minutes is plenty of time to cover a good 
program, if it is well prepared. This is about the limit 
of time Juniors are able to give keen attention. 

The meeting should be adapted to the ages of the 
children, reverent, worshipful, yet full of life. Illus¬ 
trations and talks should touch the lives of the boys 
and girls and be easily comprehended by them. The 
meetings should be of such a character-building nature 
that hearts will be stirred and the boys and girls will 
be led to respond heartily. 

( 48 ) 


The Junior Manual 


49 


Order and Reverence 

Such results are impossible without absolute order. 
No ordinary Junior can assimilate a lesson while bent 
on mischief or watching it on the part of others. This 
age is often called an age of irreverence. There are 
many contributing causes, some of which the Junior 
is not responsible for. The superintendent should see 
to it that there is no excuse for irreverence. A quiet 
voice, a neat appearance, and a reverent spirit on the 
part of the superintendent will do much to start things 
right. A definite program, begun on time, is another 
help in keeping a reverential spirit in the meeting. 

The following suggestions on obtaining order, from 
the pen of Miss Emma A. Robinson, Junior secretary 
of the Epworth League, are worth careful study by all 
our superintendents; 

One who would have good order should — 

1. Pray for order. 

2. Plan for order. 

3. Expect order. 

4. Have order, but not talk about it. 

I. Pray, not in general, but definitely,— 

1. For one’s self, that one may be in the condition, 
physically, mentally, and spiritually, to command 
order. 

2. For the Juniors, definitely, by name, telling the 
Father of the special difficulties and troubles of 
the individual boys and girls. 

3. Help God answer your prayers by — 

II. Planning for order — 

1. By being in order one’s self. 

a. In attire. Untidy dress, disordered hair, and 
soiled linen are all invitations to disorderly 
conduct. 

b. Voice. A steady, well modulated voice commands 
order; a high-pitched, irritable tone causes rest¬ 
lessness. 


50 


The Junior Manual 


c. Manner. A quiet, reverent manner causes an at¬ 
mosphere of order. A nervous leader will create 
disorder. Late hours the night before the Junior 
meeting will frequently result in a disorderly 
session. One who is overtired can rarely bring in 
the spirit of order. 

2. In arrangement. 

a. Have chairs not too close together. 
h. If possible, have chairs graduated so that the feet 
of all may touch the floor, 
c. Be sure that all can both see and hear. 

3. Program. 

a. Should be carefully arranged beforehand. 
h. Should leave no time for disorder while a song is 
being looked for, or collection baskets hunted up. 

c. Each step should be absorbing in interest. 

d. Have sufficient variety to keep up the interest. 

e. Direct the activities; provide ways of working off 
surplus energy. 

III. Expect order. One is likely to get what one expects. 

1. Know what you want. 

2. Set a standard that the children may know. 

3. Manifest surprise at any failure to* meet the 
standard. 

4. Commend freely — avoiding the use of the terms 
“order” and “disorder.” 

IV. Have order. Put on your firm determination, and 
have order. The essentials for order are: 

First, environment. 

1. Atmosphere. Fresh air and medium tempera¬ 
ture are essential to good order. 

2. Arrangement. Chairs, blackboard, and piano 
should be in order, and convenient. 

3. Furnishings. An overcrowded room is dis¬ 
orderly in its tendency. 

Second, physical comfort. 

1. Heavy wraps should be removed, and boys’ hats 
put out of the way. 


The Junior Manual 


51 


2. The large hats of the girls should be removed, 
that the vie.w of those behind may not be im¬ 
peded. 

3. The feet should be able to reach the floor. 

4. Chairs should be so arranged that elbows will 
not touch. 

, Third, personality of the leader. 

When all else has been said, an atmosphere of 
reverence is the secret of the best order, and the 
creation of the atmosphere depends largely on 
the personality of the leader. 

Suggestions 

When disorder has crept in, the problem of eradi¬ 
cating it is a serious one. In this, the cooperation of 
the boys and girls is absolutely necessary. If public 
opinion can be turned in favor of order, the Juniors 
themselves will prove the strictest disciplinarians. A 
few of the older ones, especially some of the officers, 
may be called together and the subject be fairly pre¬ 
sented to them. A little tact in the presentation will 
lead them to take a stand; and, once having been en¬ 
listed, they will prove a valiant aid. 

Those who find it hard to keep still, may be chosen 
as ushers, to see that each one is supplied with a song- 
book as he comes in; others may be organized as a 
choir, and be seated by themselves; sometimes it may 
be necessary to ask one to sit near the blackboard to do 
writing as it is needed; occasionally older Juniors may 
be seated among the younger ones, to help them find 
the place in the songbook or the Bible. Boys and girls 
can not sit still long unless so deeply interested that 
they forget to wiggle. 

Time of Meeting 

No single time for meeting is acceptable to all so¬ 
cieties. Each superintendent must meet the conditions 
in which he is placed. Where the society meeting is 


52 


The Junior Manual 


held in connection with a church school, it is a common 
custom to have the Junior Missionary Volunteer So¬ 
ciety Wednesday morning. Many teacher-superintend¬ 
ents omit a part of the Bible classes that day to give 
room for the program. In those Junior societies con¬ 
ducted in the church, Sabbath afternoon seems to be 
the time most generally used. In one large church, the 
boys and girls were encouraged to bring a light lunch. 
The Junior meeting was then called a half hour after 
the close of the Sabbath service. 

The meetings hitherto spoken of are those strictly 
devotional in character. For complete Junior work, 
however, the superintendent and his assistants will 
wish to mingle with the Juniors in an informal way. 
Such gatherings also must be governed by circum¬ 
stances, and will be more or less irregular. Junior 
workers who have carried out the complete Missionary 
Volunteer schedule, agree that the requirements can 
be met if superintendent and assistants devote but a 
day a month to Junior activities. Where it is possible 
to give more time, much more can be accomplished. 

During school days, the only time for such gather¬ 
ings is Sunday afternoons. Any business which would 
detract from the devotional atmosphere of the regular 
meetings, should be attended to then. 

Preparation 

Preparation for Junior Missionary Volunteer meet¬ 
ings includes two types; general preparation, that 
which the superintendent himself must make before 
taking charge of the society; and special preparation, 
that which should be done week by week to insure good 
meetings. 

In the first place, the superintendent should see that 
the Church Officers* Gazette is available. It is also his 
duty, should he leave, to see that the assistant who 
carries the work through the summer is supplied with 
the paper. Some conferences have the policy of fur- 


The Junior Manual 


53 


nishing their teachers with the Gazette free of charge. 
Do not think that you can get along without it. The 
suggestions and articles will save a busy superintend¬ 
ent much time. 

But this is not the only preparation the superin¬ 
tendent should make. As has been said in a previous 
chapter, the teacher-superintendent should be ready to 
organize the society the first week of school. He must 
remember that he is leader and program committee 
combined; and unless he knows his pupils and is able 
with them to plan for the first meeting, he must be the 
program. The superintendent should know thoroughly 
the ideals and plan of organization for the society. 
The Junior Missionary Volunteer Manual should be a 
familiar handbook before he undertakes the work. 

If, then, familiarity with the situation makes the 
immediate organization possible, the superintendent 
may lay the matter before the prospective members. 
Still, it is thought that even when this is the case, the 
superintendent may benefit the society by leading for 
several weeks himself, thus giving the new officers a 
valuable demonstration lesson. To come back to the 
first meeting — do not make the program up of dry 
facts. Tell just enough of the plan of organization to 
awaken interest, and leave plenty to be learned later. 
Show the three buttons, and tell something of what 
each stands for. Give a little talk on going ahead, and 
on developing into all-around men and women. One¬ 
sidedness mars God’s plan for us. Then show how the 
Missionary Volunteer Society wants to help the boys 
and girls to become true, all-around men and women. 

If it seems best not to introduce the more complete 
plan of organization until further help and cooperation 
can be obtained, the superintendent should have a 
different kind of program prepared. Biographies of 
missionaries and Christian workers, and some helpful 
poem suitable for Juniors, are an inspiration to them. 


54 The Junior Manual 

Try to have some portion of the program such that all 
may take part. 

Now as to preparation for the meetings during the 
year. These are to be arranged by the executive com¬ 
mittee; nevertheless, the superintendent must give 
them tireless thought in order to make them a success. 
If*the society is a part of a school, the superintendent 
has a great advantage. As soon as the Church Officers' 
Gazette appears, he should look over the programs, 
making notes as to those programs adapted to his 
society, perhaps suggesting changes and planning to 
whom the parts may be given. 

When the superintendent has made himself thor¬ 
oughly familiar with the subjects for the month, he 
should pass the paper to the other members of the 
committee, requesting each to do the same. Then see 
that the committee is called by the leader. Allow each 
to help in making out the programs and assigning 
parts. Make out this program for a month at a time 
in the committee, and then suggest that the chairman 
appoint different members of the committee to be 
responsible for assigning the programs of the different 
weeks. Keep a duplicate copy of programs yourself. 

While putting the responsibility upon the Junior, 
the teacher-superintendent should give him a special 
time to give out parts. Thus he can be sure that the 
work is done on time. Do not have parts assigned too 
soon. Children tire of them. If, however, a poem is 
to be memorized, it should be assigned about a week 
early, so that it may be well learned. Do not attempt 
to have poems on the program unless they can be care¬ 
fully memorized; for to allow careless, slipshod reciting 
not only is a bad training, but it also detracts greatly 
from the interest of the meeting. 

Many teachers make a few concessions each week 
to the Juniors who are preparing parts for the society 
program. For example, a poem to be memorized may 
be learned instead of memory work in reading class, or 



The Junior Manual 


55 


a talk may be prepared in a language period. This 
plan encourages careful preparation, and gives the 
children a deeper sense of responsibility. Where the 
meetings are on Sabbath, and the superintendent does 
not meet the children during the week, of course the 
parts must be assigned the week before. 

Some very successful Junior workers have found it 
a decided benefit to have a “critic's report" at the close 
of each meeting. It is so easy to be careless in speech 
and position; and these things count for much in train¬ 
ing children for service in the world's great harvest 
field. To know that some one is observing them on 
these points will lead them to be more careful. Teach 
the children that true criticism is often recognition of 
praiseworthy features. Even adverse criticism given 
in a tactful way may be kind. Thus may they learn the 
valuable lesson of profiting by suggestions. 

Occasionally the teacher, at the close of the meet¬ 
ing, may ask each Junior to give some thought pre¬ 
sented in the program, that he especially liked. This 
will help the children to express themselves more 
freely in the meeting, and to listen more closely to 
what is said. 

Getting Cooperation for Programs 

One large society where there was difficulty in get¬ 
ting the Juniors to take part in the program, developed 
a very unique and successful method of obtaining 
results. 

Each unit was represented on the program com¬ 
mittee by a member. After the program was planned, 
each unit took its turn in being responsible for its 
rendition. The responsibility of seeing that parts 
were assigned and prepared fell to the unit captain. A 
refusal of any member to do what was asked, was con¬ 
sidered a sign of disloyalty. The results to that society 
have been remarkable. The Juniors have developed 
under such regular work and responsibility, until the 


56 


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maturity of thought and efficiency of their programs 
is a mystery to the uninitiated. 

Although there seem to be no unfortunate conse¬ 
quences in this one society, a word of warning is in 
place. Such unit activities must not savor of a spirit 
of competition, but rather of that friendly encourage¬ 
ment so highly commended by the author of Hebrews, 
“to provoke unto love and to good works.” 

Suggestions for Informal Meetings 

Thorough preparation should be made for the in¬ 
formal meetings. The fact that there is no definite 
program is no reason for leaving the time to be spent 
together in a hit-or-miss fashion. The superintendent 
or assistant superintendent should have in mind defi¬ 
nite ground to be covered each time the Juniors are 
together. Perhaps he wishes to teach the eight gen¬ 
eral directions without aid of compass. Plan a walk, 
be familiar with the ground to be covered. Give the 
instruction which is necessary, then test the boys and 
girls to see if they have really made the information 
their own. The matter presented by the superintend¬ 
ent will necessarily be indicated by circumstances. 
For instance, the meeting of the requirements on first 
aid and the study of the stars are excellent winter 
features. 

Attendance at these informal gatherings should be 
voluntary. The Juniors will come if they really enjoy 
them. All the physical requirements should be taught 
incidentally. Do not adopt a classroom style, and 
simply add mental burdens to an already overcrowded 
school curriculum. Make the teaching of the physical 
requirements occasions of companionship and pleasure. 


Chapter V 

Devotional Features 

Perhaps no single Missionary Volunteer feature 
has meant more in the life of thousands of Missionary 
Volunteers than has the Morning Watch. Those few 
moments spent in the morning “alone with God” have 
brought victories into the lives of many a Senior Mis¬ 
sionary Volunteer. What does the Morning Watch 
mean to the Junior? 

The answer to that question is found in the very 
nature of the adolescent. The boys and girls of the 
Junior age are in the golden age of memory. Never 
afterwards will it be quite so easy for them to store 
away Bible verses in their hearts and minds. Lamo- 
reaux, a great student of children, puts it this way: 
“During the years from about nine to fifteen, memory 
is in its most glorious period for storing away treas¬ 
ures of a lifetime. In early life, a fact is retained 
chiefly through its impress on the soft brain cells, for 
the power of association is little developed. In later 
life, a fact is retained almost wholly through associa¬ 
tion with other facts, for the cells grow hard and an 
imprint therefore is faint. In the ‘golden memory 
period,’ the fact has the double hold of impress and 
association, for the cells are still plastic and associative 
powers are developed. The task and its haste are evi¬ 
dent, for this dual condition never recurs.” (“The 
Unfolding Life,” p. 144.) 

The Junior age becomes a challenge to the Morning 
Watch. Observance of the Morning Watch should be 
encouraged in every legitimate way. At the same 
time, the verses learned must correspond to the experi¬ 
ence of the child. A special Children’s Morning Watch 
is printed in Our Little Friend. This is intended to be 
simple enough for very young children. The superin¬ 
tendent should feel free to advise either the Senior or 
the Children’s Morning Watch, or where good sense 
demands it, to substitute something entirely different. 

(57) 


58 


The Junior Manual 


In those societies conducted in the schools, the 
Morning Watch may become a real aid in introducing 
a spirit of quiet, which goes far in the discipline of the 
school. Many successful teachers set aside a few 
minutes before the nine o’clock bell for the study of 
the Morning Watch text. Each morning, the reference 
is placed on the board. Then as the children arrive, 
they look up the text and study it. In one such school, 
the pupils study until they feel certain they know the 
text, whereupon they quietly stand. A nod from the 
teacher gives permission to recite the verse. By nine 
o’clock, as a rule, all have memorized and recited the 
Morning Watch text. An air of reverence and quiet 
pervades, which makes the heart ready for the lesson 
which the teacher has prepared for the day. 

Contrast this method with that of a noisy, breath¬ 
less crowd trooping into the room at the sound of the 
bell. Notice the efforts of the teacher, under such a 
plan, to command quiet and get ready for the hymn of 
the opening exercises. 

The Morning Watch can truly be the teacher’s 
friend, paving the way for the time that he holds 
sacred to talk over the intimate problems his children 
face. The three minutes spent with God’s Word in 
studying the Morning Watch text may have much to 
do in preparing the soil of the heart for seed that will 
blossom into victory at times of temptation. 

What is the place of the Morning Watch in those 
societies which are a part of the church instead of the 
school? All the more should regular Morning Watch 
study receive the prayerful support of the superin¬ 
tendent. Encourage each Junior to. form the habit of 
learning the Morning Watch text before going to bed. 
Have a Morning Watch drill in the program very often. 
Quickness in a drill is essential for its success. Flash 
a text and ask all those who can repeat it to rise; or 
say the first word of a Morning Watch verse and call 
for those who can finish it to do so. One society had 


The Junior Manual 


59 


a regular part of the program a call for all those 
who knew- all the texts of the week to stand. One 
started repeating them in order. If a mistake was 
made, another took up the recitation. Always call for 
a report of those observing it. Occasionally speak of 
the help you have received from certain verses, or some 
blessing that has come to you because of the Morning 
Watch habit. Do a little personal work with those who 
continuously neglect it. Take for granted that every 
true Junior Missionary Volunteer enjoys a little time 
alone with God each day. And, to be sure, the Junior 
who is working to become a Friend or a Companion 
observes this habit as a part of his pledge. 

Juniors are good reflectors. Their own hearts will 
show back the heart of the superintendent. Teach 
them to love and study God’s Word each day, not be¬ 
cause you think you should do so, although that is 
true, but because your own soul has been thus watered, 
and you long to see your boys and girls have a real ex¬ 
perience in the things of God. 

Prayer and Personal Work Bands 

Superintendents of rich and wide experience in 
Junior work agree that the strength of the society lies 
in the prayer and personal work bands, if they are 
rightly conducted. Their purpose must ever be that 
of earnest seeking of God for victory over definite sins 
in their own lives, and for the salvation of others. 
Every boy and girl in a prayer band, should be the aim 
of the superintendent. Never will there be another 
time in the life when the joy of answered prayer will 
become such a rock on which to plant uncertain feet. 
The Junior age is a distinctly religious age, and the 
superintendent must be ready to use the impulse of an 
awakening soul. 

Attendance at 'prayer hand, however, should he en¬ 
tirely voluntary. The spirit of prayer can never be 
forced. In fact, it may even become distasteful when 


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The Junior Manual 


made too obvious. I once overheard a remark made Iw 
a girl of thirteen: “Miss Nailor is a good teacher, only 
I w^ish she wouldn’t pray quite so much.” There must 
be more secret prayer, and sometimes less public, if we 
wish to win our boys and girls and teach them to pray. 
The Spirit of Christ alone can teach a superintendent 
how to encourage the prayer life of the Junior. 

After much prayerful thought, the superintendent 
should present the privilege of prayer to the boys and 
girls. Theory will not do in this case. Do you know 
prayer is worth while? Have you had answers to your 
prayers? Then tell the children about it. You can 
not tell about experiences of others and get the same 
results. If you have not had an experience in prayer, 
pray until you get one. Do not, above all else, attempt 
a prayer band because you think you should, but be¬ 
cause you know that by this means, you can win the 
boys and girls to a deeper Christian experience. 

If the Junior Missionary Volunteer Society is car¬ 
ried on in school, give a morning exercise to the presen¬ 
tation of the need of prayer; if not, devote a Sabbath 
program to it. If you have had other experiences in 
praying with children, tell of them for the encourage¬ 
ment of the boys and girls before you. Do not urge. 
It is far better to begin the prayer band with one boy 
or girl who wants to pray than to have the whole school 
there because they think you want them to come. Per¬ 
haps a personal talk will help some one to come who 
really wishes to do so but is bashful. Do not confuse 
timidity with irreligion. 

At a certain camp meeting, near the very beginning 
of the meetings, a Junior worker talked over with her 
boys some of the real things prayer had done. She 
then spoke of some of the things that were greatly 
needed during the short time on the camp ground. The 
invitation to prayer band was given, and fully three 
fourths of the girls responded. Later two of the boys 
met the worker with a request to join. The girls were 


The Junior Manual 


61 


soon organized and meeting daily. Many victories 
were won; many a time, a girl with shining eyes told 
of an answer to prayer from the Father of all. 

The boys — only two to start with — prayed that 
God would discover to them their own sins, so that He 
could answer their prayers; and then they prayed that 
others might join them in consecrated, prayerful 
service. The second day, with no further word from 
the worker, there were five present; the third day, 
there were seven; and the last Friday of the camp, all 
had joined but one. The boys left an exciting ball 
game to come to prayer band, too. 

The one boy who still refused to join had been 
pointed out to the worker as the trial of the camp, the 
terror of every teacher. The whole prayer band joined 
in earnest prayer that every single boy on the ground 
would be led to make a new start, and that Johnnie 
especially would join with them in their reconsecration. 
The next day, Johnnie came of his own free will to the 
worker, and talked about becoming a Christian. He 
took his stand that day; and the next morning, he 
asked for baptism. 

There was a band of happy boys on the ground that 
Sabbath. They had had an experience in prayer. A 
year later the same worker asked a minister from 
Johnnie’s home what kind of Christian experience 
Johnnie was having. “He’s a changed boy — a changed 
boy,” was the hearty response. The prayer bands of 
that camp meeting did more than all the other meet¬ 
ings for those boys and girls. 

Wonderfully inspiring are the instances told of the 
good accomplished through these bands, by Junior 
superintendents who are also teachers. In writing of 
her experience, one worker says: “In one case, only 
one pupil responded to the invitation to join the prayer 
band. Later one more was added, and it was decided 
to meet daily to pray for more members and plan to 
work for special ones. In a few days, they were re- 


62 


The Junior Manual 


warded by seeing all but four join them. Two of these 
were added later. Among those in the bands were 
three ninth grade pupils who were not Adventists; but 
before the close of school, these had decided for the 
truth. In one school, there were eight children who 
were not from Seventh-day Adventist homes. In a 
short time, all eight were attending Sabbath school 
regularly.” 

Another teacher says: ‘‘All our girls remained for 
the prayer band, and all but one took part, she being 
one of the older girls. At the close of one band meet¬ 
ing, I detained the girl most clpsely associated with 
her, and we had a long talk about it. Her associate 
promised to join with me in special prayer for the week 
to come, that we might know how to win her. The next 
Friday, after all had prayed except her, and we were 
about to rise, she offered a prayer, and a victory was 
gained in her life; and not only in hers, but afterwards 
her associate, in speaking to me about it, said, ‘Why, I 
was just sure she would pray!’ If more of this child¬ 
like confidence in God accompanied our prayers, what 
victories would be gained for Him! We have much to 
learn from the simplicity and trust of children.” 

Children should be taught to make definite requests, 
and to expect definite answers. One teacher says: 
“We see many special answers to prayer. A little boy 
of about eleven went out to sell papers after school one 
day. He tried for a long time, but did not sell one. 
Then he went behind a box car and prayed for the Lord 
to help him sell his papers. He tried again, and sold 
about twenty in a short time. He said the reason he 
could not sell at first was because of some bad things 
he had done and had not asked the Lord to forgive. . . . 

“Sometimes the children would ask for such definite 
things that I almost trembled for fear they would lose 
their faith, for I was afraid their prayers might not 
be answered. But they were not disappointed, and I 
was ashamed of my lack of faith.” 



The Junior Manual 


63 


Such God-given, joy-filled experiences are the right 
of every superintendent and every Junior. Prayer band 
'work is one of the most precious lines of -work given 
to a superintendent. It is worth the price it costs. 

Now for a few practical suggestions. Be careful 
not to hold the prayer bands too long. The meeting 
should not exceed fifteen minutes. An inspiring talk, 
or better yet, a personal experience related in three 
minutes or less, and then five or ten minutes in prayer, 
is sufficient. Remember that your pupils are only chil¬ 
dren yet, and you must not expect too much of them. 
But while you should avoid detaining them, do not be 
too hurried to catch the wistful look that bespeaks a 
troubled heart. Personal talks with your children are 
your greatest work. 

The Juniors should be made to feel that what is 
said and done in the prayer circle is sacred. Those who 
join are those who are willing to confess their own 
faults and failures and seek help — not those who are 
so much better than others that they meet to pray for 
a playmate. Do not allow the Pharisaical spirit to have 
any place in the prayer band. Any name which hap¬ 
pens to be mentioned is mentioned in confidence, and 
every Junior pledges himself not to talk about the sub¬ 
jects of prayer. Even though this may be the case, it 
is scarcely wise to pray for a boy or girl in a public 
way. Lead the Juniors to pray for definite victories 
in their own lives, and to become such Christians that 
others will want to join them in the upward way. Cir¬ 
cumstances often make it possible for the superintend¬ 
ent to pray with one for a chum. Don’t forget that 
many a child refuses to take part, because he does not 
know how. A little encouragement will often be a real 
help to the bashful Junior. 

Experience proves that there is more freedom when 
the boys and girls meet separately. They should al¬ 
ways be led by an older person, preferably the super¬ 
intendent. 


G4 


The Junior Manual 


Many teachers follow the plan of having the girls’ 
band meet one day after school, the boys’ another. 
Sometimes fifteen minutes can be taken at noon. Most 
Junior workers agree that once a week is often enough 
for prayer bands. The best prayer bands are the small 
ones. To have only five or six gathered for prayer in¬ 
sures more freedom to each Junior. 

In church societies, the time of prayer bands is 
more of a problem. Many are able to hold seasons of 
prayer fifteen minutes before the regular meetings. 
When members of a unit live near each other, the unit 
may well become the basis of a neighborhood prayer 
band. If it is impossible for the superintendent to 
attend, he should appoint an adult leader. 

“While teaching the children to have confidence in 
a prayer-hearing God, we must as faithfully instruct 
them in the conditions upon which God hears prayer, 
so that they will not be confused, disappointed, and 
discouraged. Be very careful not to work merely upon 
the emotions of the children. Help them to see that 
no sin is small in God’s sight. If they can be taught 
carefully about the little things of honesty and truth¬ 
fulness now, they will not be so easily led into greater 
mistakes in after life, and Jesus and His help will 
come to be very real to them.” 

Consecration Services 

“Boys and girls in a healthy, normal condition do 
not often plan devotional meetings for themselves,” 
writes Miss Emma A. Robinson, who is intimately 
acquainted with devotional work among the Juniors. 
Yet the well tried adage, “Expression deepens impres¬ 
sion,” is doubly true in the case of the Junior. For 
this reason, a response of some kind is often suggested 
at the close of a program in the Church Officers’ Ga¬ 
zette. Such seasons, though, should be brief. The 
superintendent must use rare tact and sympathy, not 
forgetting for a moment his own timidity when first 


The Junior Manual 


65 


he spoke a word for the Master. Do not overurge. It 
is possible to lead and encourage without making the 
boys and girls feel that they are pressed. 

The adolescent age is one in which the deepest emo¬ 
tions are so new that they are rarely expressed. The 
Junior who responds glibly is often the one who is 
simply repeating the expressions of adults. With this 
in mind, the superintendent should pray that he may 
be endowed with wisdom as he calls for expression of 
the inmost feelings of his Juniors. Still I have seen 
some very definite victories won in the testimony meet¬ 
ings. As one big, overgrown boy of fourteen expressed 
it: “I am glad I have learned to speak in meeting. God 
promises that we’ll overcome by our testimony, and I 
have already learned the truth of it.” 

The superintendent who is also a teacher has a 
special privilege in the opportunity which the Friday 
morning or afternoon services bring. The work of the 
week has passed on and the Sabbath is nearing. Surely 
it is a time to seek forgiveness for neglected duties or 
for mistakes made. It is a time to clear the slate and 
reconsecrate all to the Master. 

One teacher writes: “I know of no teacher tonic of 
inspiration after the week of toil eoual to the earnest 
testimonies of the boys and girls in their expressed 
desires to live for Jesus and to have a home in heaven. 
Somehow it casts a brighter light on what at times 
seems the darker side of teaching, to know that at 
heart the children purpose to do right, in spite of their 
seeming waywardness. At first, it may be difficult 
to get all to take part; and here the teacher must use 
the utmost care and patience, remembering how fast 
his own heart beat at the first attempt to witness 
for Jesus.” 

Homes differ. In some, children are encouraged to 
express themselves. In one Christian home, the custom 
was followed of having a family consecration service 
each Friday evening. There wrongs were made right, 


3 


G6 


The Junior Manual 


hopes and disappointments shared. That little service 
-was a great blessing to the family. All the more do 
children need the blessing of such services when they 
are not accustomed to these privileges at home. 

Where the children are not in the habit of express¬ 
ing themselves, however, the meeting should be very 
informal. Boys and girls will give an opinion which 
expresses their thoughts and feelings, when they would 
shrink from “testifying.” For example, a talk about 
music often brings a response from those who are 
timid. Show how song has been an expression of the 
heart through all the ages. Read a bit from the song 
of triumph sung by Miriam, or recite a little from the 
songs of the sweet singer of Israel. Then call for the 
favorite hymns of the boys and girls. Perhaps sing 
the favorite verse of several songs. Lead the children 
to tell why they like the song they have selected. Chil¬ 
dren will talk freely about a song or a Bible verse, and 
often express their own thoughts by repeating a verse 
or a song. Such informal times lead to others; and 
before they realize it, the children come to look for¬ 
ward with pleasure to such seasons. 

The Junior Bible Year 

For the benefit of our Junior boys and girls, a 
systematic plan for the daily reading of the Bible has 
been arranged by the Missionary Volunteer Depart¬ 
ment. The plan is known as the Junior Bible Year. 
It omits the more difficult parts of the Bible, and is 
well adapted to the children. An attractive little leaflet 
called “The Junior Bible Year,” giving the assign¬ 
ments for each day’s reading, has been prepared by 
the Department. The leaflet should be kept in the 
Bible. As the assignments are read, they may be 
crossed out. In this way, the child knows when he has 
finished, even though he may not read consecutively. 
The leaflet is an incentive to him to persevere with his 


The Junior Manual 


67 


Bible reading each day. These leaflets may be secured 
from your conference Missionary Volunteer secretary. 
The teacher should see that each Junior Bible reader 
is supplied with a copy. 

The Department has also prepared a Bible Year 
certificate for the Juniors who complete the Bible Year. 
The superintendent should send for one of these and 
encourage each boy and girl to earn one. 



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fj/ //f //ftifff// rri^rf//fv' ■ A-iffi//i-f/r y//y/i>f/i//.j/.i. 

yMiirr/ri/Th^ama yanuaj-^ I /4e^ 



Some teacher-superintendents have found the Bible 
Year a real help on the question of discipline. If each 
bright, active Junior can be interested to spend the 
extra minutes when lessons are prepared, in keeping 
up with the Bible Year,, there won’t be many minutes 
for idleness or mischief. The teacher himself, too, can 
be a great inspiration to the Juniors. “How far are 
you. Miss May?” asks a boy in the morning. “Fm 
nearly up with you,” he responds to the answer. ‘T 
think I’ll have time to catch up to-day.” And the 
teacher who so influences the Juniors, will do much to 
establish the habit of daily reading God’s Word. 



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Weeks of Prayer 

Twice each year a special effort is put forth for the 
salvation of our boys and girls. During the fall Week 
of Prayer, meetings should be held for them. Then in 
the spring, in connection with each school, a Mission¬ 
ary Volunteer Week is held. The church societies, as 
well as those societies connected with the schools, 
should reap the advantage of this time of seeking the 
Lord. The situation is ideal where the superintendent 
is able to hold a series of meetings of such a devotional 
nature that each Junior makes progress in the Chris¬ 
tian life; but this is often impossible, a midweek 
service and a Sabbath meeting being all that the 
Juniors can attend. Juniors should not be encouraged 
to come out in the evenings without their parents. 
For this reason, a Junior meeting at the same time as 
one which is held for the parents is advisable. 

But above the importance of meetings, ranks the 
importance of the superintendent's own attitude and 
his special efforts at soul-winning. A heart-to-heart 
talk with a boy or girl often does more than a week of 
meetings. One superintendent resolved not to let the 
week go by without a personal talk with each of her 
boys and girls. To this end, she prayed that the Lord 
would open up the opportunities. And they came, 
naturally, easily; she could not do otherwise than 
speak of the Junior’s soul welfare to him. Keep in 
mind that the Junior age is the one in which oftenest 
the heart is given to the Master. Ask God for a real 
burden for the boys and girls in your society, and the 
Weeks of Prayer will fulfill their purpose. 

The cessation of the special meetings of the week 
seems to carry with it a general feeling that now the 
work is over, and with this comes the danger of neglect 
and consequent backsliding. This is the crucial time. 
The real work has only begun. Those who have experi- 


The Junior Manual 


69 


enced the new birth are but babes, and need the most 
tender care. Spiritual food of just the right kind and 
amount must be given daily, in some cases many times 
a day, here a little and there a little. Systematic read¬ 
ing of the Bible, the prayer bands, and the weekly 
consecration service, should be now a renewed means 
of strength and blessing. The enemy of souls will be 
on hand to discourage and destroy, and the superin¬ 
tendent must be able to help the children to recognize 
and shun his snares. 


Chapter VI 


Missionary Activity 

“Every time a resolve or a fine glow of feeling 
evaporates without bearing practical fruit, it is worse 
than a chance lost; it works so as to hinder future 
resolutions and emotions from taking the normal path 
to discharge in action. The motor side of the religious 
training of children is the neglected side. We seek to 
teach them to know many things, and to feel many 
things, but to do nothing. As a result, the average 
child comes to maturity knowing much, feeling much, 
but with no backbone of religious action and habit.” 

This is a serious indictment which Dr. William 
Koons brings against those who have to do with the 
training of the children of this generation. But it is 
nevertheless true to a large degree. 

The Junior’s religion is one of activity. As a stu¬ 
dent of adolescents remarks, “Their religion must have 
a human tang and their social relationship must have a 
religious tang.” It is the time of life when love to God 
and love to man meet in the concepts of duty. If the 
time passes without expression of love to God by 
service to fellow men, a lifelong injury may be sus¬ 
tained. The encouragement of constant missionary 
activity must be a part of the Junior Missionary Vol¬ 
unteer superintendent’s duties. Keep the missionary 
idea before the girls and boys in every phase of the 
Junior Missionary Volunteer work. Talk to them of 
missionaries in the lands afar, of the achievements of 
those who serve at home, and then give them something 
to do in response to the desires thus awakened. 

A splendid Christian worker once confessed that 
the purpose of her life was born under the inspiration 
of a superintendent who watered the missionary idea 
and then taught her to work. This is the right of 
every boy and girl. 

(70) 


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71 


The Giving of Self 

It is an art to teach the boys and girls to give them¬ 
selves and thus to find the joy which only that kind of 
service brings. There is danger always of emphasizing 
the gift instead of the motive back of the gift. In a 
world-wide movement such as absorbs our every effort, 
the importance of giving money is often emphasized 
until we, along with the Juniors, may be guilty of feel¬ 
ing that we .have done our share as soon as we have 
met the weekly quota suggested by the General Con¬ 
ference. Such formalism is to be avoided in all Chris¬ 
tian service. We want our boys and girls to experience 
that satisfying pleasure which comes when another is 
helped. A Missionary Volunteer Society which does 
not encourage such a missionary spirit is truly failing 
to reach one of the prime purposes of its organization. 
This training must be practical; the Juniors should 
learn to serve those right around them, to see and 
grasp opportunities that come day by day. 

The Superintendent’s Part 

Children are natural imitators; and the more they 
admire a person, the more likely they are to wish to 
be like him and do as he does. The superintendent 
who would train Juniors in ways of helpfulness, sym¬ 
pathy, and love, must manifest these qualities. If he 
would have them know the joy of service, he must him¬ 
self experience this joy, demonstrating in his own life 
what it means to work for others. 

It is not enough to plan work for the children to do; 
it is not enough to urge them to missionary endeavor. 
There is only one way to lead children to take part en¬ 
thusiastically and willingly in such work, and that is 
by “practicing what you preach.” Your ability to train 
Juniors in service must originate in your own love for 
the work of the Master. You can not cause your pupils 
to know God, and to find joy in His service, until that 
knowledge and that joy are in your own heart. 


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But how is the superintendent who is a stranger, to 
know who is sick and who is in need? The children 
themselves are usually conversant with the situation in 
the community. Place upon them the responsibility 
of finding the needy and planning that which brings 
relief. Have you ever seen a young man or woman 
who always seems to know when and where service is 
needed? I have — a very few. The superintendent 
can do much toward developing just such young men 
and women. A visit to the chairman of the deacon¬ 
esses will give you a great many ideas for home mis¬ 
sionary work. Ask the conference Sabbath school 
secretary for a list of her home Sabbath school mem¬ 
bers. In that way, it is often possible to find the 
shut-ins and the isolated, those who appreciate letters 
or papers from the boys and girls. 

Begin at Home 

The very first place where Juniors should scatter 
sunshine is in their own homes. The superintendent 
should talk with the boys and girls about this kind of 
missionary work, helping them to see that “the light 
which shines the farthest, shines the brightest nearest 
home.” Give the children an opportunity to tell of 
ways in which they can be kind and helpful. There are 
ever so many things that will lighten the burdens of 
father and mother, and bring happiness to them and to 
others in the home; and the doing of such work is one 
of the best ways in the world to be a true missionary. 

Another way to be a true missionary is to perform 
one’s school duties cheerfully and well. Juniors may 
bring brightness into the schoolroom by treating their 
schoolmates with consideration, and by helping them 
with their lessons. Refraining from whispering, and 
being quiet and attentive, are also among the many 
things that boys and girls can do which will show that 
they are trying to follow Jesus. 


The Junior Manual 


73 


The more practical the superintendent can be in 
suggestions to the Juniors, the better. Many children 
think that ‘‘missionary work” is a term meaning only 
efforts put forth for those who are not Adventists. 
This idea should be corrected; otherwise the children 
will .come to believe that helpfulness and kindly deeds 
done for the “home folks” or for friends and acquaint¬ 
ances, are not worth while, and they will be inclined 
to neglect the opportunities that are right at hand. By 
all means, work must be done for those not of our 
faith; but the principle to remember in doing the home 
tasks well is, “These ought ye to have done, and not to 
leave the other undone.” 

Group Work 

As has been pointed out in a previous chapter, the 
boy and girl of the Junior age delight in belonging to 
the “bunch.” That desire to do things together is a 
natural one and should be utilized. The unit should 
meet this need. Assign some missionary work to the 
unit, especially when the members live close together. 
For example: Two girls of one unit were asked to 
assist in the Friday cleaning of the house of an old 
and infirm couple. Another unit was made responsible 
for the errands of an old lady for the week, she being 
told on whom she might call for help. The unit leader 
was asked to report on the activity of his unit, at the 
next meeting. In this way, missionary service can be 
done in the units, and responsibility put upon them, 
without close adult supervision. 

If the privilege is not abused, there is an incentive 
in assigning help to some member for a special home 
duty, as getting in the winter coal. Johnnie hates to 
do it alone; but when the whole unit is there, it’s fun. 
The spirit of helping each other is a wholesome one, 
and the unit should be a group by which this spirit 
is encouraged. 


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There are certain lines of missionary activity \vhich 
can be more efficiently accomplished by larger groups. 
Literature distribution, the mailing of papers and the 
resulting correspondence, are such types. Units should 
join in this 'work under the supervision of the superin¬ 
tendent or his assistant. Frequently the problem of 
sufficient adult leadership is a real one; and especially 
for the teacher-superintendent, it is necessary to com¬ 
bine all units of the society into one large band for the 
purpose of Christian help work or something of a 
similar nature. 

Time for Missionary Work 

It is often so difficult to get the Juniors together 
for a special work, that many Junior workers adopt the 
plan of doing active missionary work with the boys and 
girls a half hour before meeting begins. For instance, 
one group might distribute papers for a half hour 
before going to meeting. Their reports would add 
greatly to the interest of the meeting. Another band 
might write letters, and another visit a hospital. Some 
teacher-superintendents are able to devote a half hour 
of school time to such activities. Though not ideal, it 
would be far better to omit a program once in a while 
than not to have any Junior missionary activities. To 
every Junior his work, is one secret of success. A part 
in the work of the society makes the Junior a part of 
the society. 

Christian Help Work 

Any act which may be termed an act of helpfulness 
may be classed as Christian help work. The motto of 
the Christian help band may well be, “Help somebody 
to-day.” The sick and poor should be visited, helpful 
books supplied to shut-ins, the aged visited and read 
to, toys lent, fruit and flowers given to sick, babies 
cared for while mothers go to town, patching or darn¬ 
ing done for an overburdened mother, chopping of 
wood, doing of chores, washing, ironing —all are ways 


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of doing Christian help work. Select work in which 
the boys and girls are naturally interested. One mem¬ 
ber may be an excellent reader and would delight in 
reading to some blind person, while it would be only 
torture for both reader and listener if another at¬ 
tempted it. 

Getting Boys Interested 

In writing of work for older Juniors, Miss Emma 
A. Robinson says: “They do not care much, the older 
boys especially, about bringing flowers for the Sabbath 
school or the sick—the younger children will do that. 
They would, however, be interested in looking after 
the needs of an old couple, or of a widow who needed 
the help of a man. The element of chivalry is strong 
in boys of this age, and they enjoy assuming re¬ 
sponsibility. 

“Again, they will work as ‘a crowd,’ where indi¬ 
vidually they would not be interested. Old Mrs. J-’s 

wood will be split, her garden cared for, the grass cut, 
if the ‘fellows’ take hold of it, even though it is hard 
work to get John to split wood at home, and Charles 
detests grass-cutting.” 

Clothing for the Needy 

Our rural and colored schools are always glad to 
receive boxes of clothing, our own schoolbooks, and the 
like, to distribute to those who are needy. Names and 
addresses of those in need may be secured from the 
Missionary Volunteer secretary of the conference. 

It is such interesting work to pack a barrel or a 
box with gifts for one of these schools, and to make it 
as attractive as possible! Ask the children to bring, 
in addition to garments and books, some little gift that 
they themselves would like if they were to receive it. 
Care should be taken to have all garments neatly 
mended, and buttons sewed on. Shoes should be pol¬ 
ished, papers smooth and arranged in order, ribbons 
fresh and dainty. Unironed and untidy articles of 



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clothing are sometimes given away, the donors think¬ 
ing, “Oh, those people will be glad to get anything!” 
But this is not the true spirit of giving. Children 
should be trained to make their gifts such as they 
would not be ashamed to give to Jesus. This kind of 
Christian help work will be practicable in nearly every 
Junior society. 

City Work 

If your society is in a city, visits to children’s homes 
or hospitals, and homes for the aged, may be made by 
the Juniors, under proper supervision, and will bring 
sunshine and happiness to many. ‘ Tracts, papers, 
Scripture cards, and flowers are acceptable gifts to 
distribute on these occasions. One society prepared 
for such a visit by making attractive booklets to be 
given to the children. Pictures cut from magazines 
were pasted on stiff paper, thus making small scrap¬ 
books. Singing is often appreciated, also. At the close 
of a visiting day, one Junior was heard to exclaim, “Oh, 
this has been the happiest day ever!” The superin¬ 
tendent of the society to which this Junior belonged, in 
writing of this “happiest day,” said: 

“The Juniors made their second trip to the old 
people’s home one afternoon recently. They furnished 
an entertainment, and then had lunch with the old 
people. They were children together, and such a fine 
afternoon as was enjoyed! After supper, the old folks 
sang several hymns for the children; then all rose and 
sang ‘America,’ and they made it ring. 

“In the interval between the exercises of the after¬ 
noon and supper, and for an hour after supper, the 
children went from floor to floor, and from room to 
room, singing again their hymns, and giving their 
recitations, to those who were not able to come down¬ 
stairs. It seemed they would never tire. 

“One old gentleman got out his violin, and with the 
boy violinist of the party, played duets of old songs, 
while the others joined in singing. Another invited 


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the children to his room, and gave a little talk, ex¬ 
horting them to keep their spirit of helpfulness. 
Before leaving, they sang ‘God be with you till we 
meet again.’ ” 

Practical Suggestions for Christian Help Work 
Another worker, writing to a friend, said: 
“Christian help work is.such tangible Christianity 
that it especially appeals to boys and girls. One little 
girl of only six or seven came the other day with a 
scrapbook that she herself had made—without even 
having the idea suggested to her — for me to give to 
‘one of the poor little city children.’ 

“We have several ‘sunshine bags’ for the children 
shut in as a result of a broken bone or a long illness. 
For these, each child brought a package containing 
something he himself would like; then all the packages 
were put into a bag, and one package was opened each 
day by the little invalid. 

“At one time, we organized an ‘Order of the Toma¬ 
hawk’ among the boys. The members chopped kindling 
for old folks who lived alone, tied it intd bundles, and 
hung it on their door knobs—knocking and running 
away. It almost answered the apparent need, in a boy, 
of putting ticktacks on doors. Once we adopted for a 
time a little shut-in girl in the city, wrote illustrated 
letters to her, and sent little gifts, among them a fern 
from the woods. I suppose we have done other things, 
which no doubt are written in the ‘book of remem¬ 
brance,’ but have slipped my memory.” 

Literature and Correspondence 
The scattering of our literature is one of the best 
ways for our Juniors to do missionary work. Every 
Junior society should be active in literature and cor¬ 
respondence work; for this is work that is adapted to 
Juniors, and at the same time is a means of accomplish¬ 
ing great good. 


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Encourage the children to save their copies of the 
Instructor and Our Little Friend, to give away. Others 
of our papers, such as the Signs of the Times, the 
Watchman, Liberty, Life and Health, and Home and 
School, are suitable to hand out to the public. Our 
people will be glad to save these for the children. One 
of the Juniors may be appointed to visit the homes of 
the church people at stated times, with a cart, and 
collect the papers they have saved. 

Let the boys make reading racks, if they are 
capable of doing it well, to be hung up in public places. 
A woodwork class at school should be able to make 
good ones. By all means have them made, and appoint 
two members of the society to be responsible for filling 
these racks each week with neat, clean papers and 
tracts. Copies of Our Little Friend or the Instructor 
may be bound, and taken to children’s hospitals, where 
they will be sure to afford much profitable pleasure. 
Sending the Present Truth Series or the Signs to 
names of interested persons is another phase of litera¬ 
ture work which the Juniors will enjoy. Names may 
be obtained from our colporteurs, who are always glad 
to supply lists of persons to whom some of our litera¬ 
ture has been sold. The superintendent may get in 
touch with canvassers by writing to the conference 
tract society. One Junior worker who has been quite 
successful in this work explained her plan thus: 

“At each Junior meeting, several copies of the 
Present Truth Series are passed out to each member. 
These are carefully wrapped, addressed, and stamped. 
A prayer follows, so that we may be certain that an 
angel will guide every package to its destination. 
Then the mail carrier is appointed. What a sacred 
office! You may wonder how we secured the funds for 
buying the literature, as it amounted to twenty-five 
cents for each member. At a church meeting, the plan 
was presented and a special collection taken.” 


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Offerings should also be taken up in the society, for 
carrying on missionary work; but these offerings alone 
would not be sufficient. The church members are 
usually willing to help buy supplies for the children to 
use in doing missionary work, when the need is ex¬ 
plained to them. One church subscribed for thirty 
copies of the Signs for the use of the Junior society, 
and really seemed to enjoy it. 

In many conferences, there are poor families who 
can not afford Our Little Friend or Youth's Instructor. 
A unit can take the responsibility of supplying these. 
Of course, it must be regular, and a leader of a unit 
must be dependable. 

Harvest Ingathering 

The Harvest Ingathering season has come to be 
one of the most interesting of all the year; and as the 
seasons come and go, the results are more and more 
encouraging, in those won to the message as well as in 
increasing financial gains. None of our Juniors should 
miss having a part in the joy that comes from entering 
whole-heartedly into this good work. And none need 
miss it, if the superintendents do their part as leaders. 

In preparing the children for this work — and they 
should be prepared — great care should be exercised in 
helping them to feel that the work is the Lord’s. They 
should be taught how to approach the people courte¬ 
ously. and how to state their message in a clear, simple, 
and Christian manner. This is an opportunity to teach 
them to pray, and to exercise faith in God. and to gain 
an experience that will prepare them for the field of 
Christian activity which the future holds in store for 
them. Try to prevent this kind of work from being re¬ 
garded by the children in the light of a holiday. A 
Missionary Volunteer program should be devoted to 
this preparation. 


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One Junior worker of wide experience writes: 

“The Harvest Ingathering season is always a bright 
spot in the lives of our Junior Missionary Volunteers. 
Little canvassing bands are organized, and a short 
canvass is learned. Instruction is given the children 
as to how to approach the people, and how to conduct 
themselves in an orderly, polite manner. What confi¬ 
dence the children have in the thing they are doing 
as they start out with their papers under their arms, 
having prayed earnestly that God will go before them 
in the great work they are doing! Only a small group 
should go together, and the territory to be worked 
should be carefully assigned. The superintendent or 
chaperon stands on the corner, keeping close watch of 
the Juniors as they go from house to house. As they 
meet him from time to time, they often remark: ‘Don’t 
stop praying one minute. I know that God has still 
greater success for me. I can not go home until I reach 
my goal.’ It is hardly possible to believe that anyone 
could have more unwavering faith than these Juniors 
manifest in this Harvest Ingathering work; and the 
wonderful success that attends their efforts convinces 
me that more and more our boys and girls are to be 
definitely used in God’s closing work.” 

The superintendent should not undertake Harvest 
Ingathering work without the full consent of the par¬ 
ents and their hearty cooperation. During the canvass, 
no child should be out of sight of the adult chaperon. 
For this reason, no group leader should undertake to 
chaperon more than three or four Juniors. 

Magazines and Tracts 

We must not forget the sale of magazines and 
tracts, a work in which some of our Juniors are suc¬ 
cessfully engaging. Some parents object to allowing 
their children to sell literature; and in that case, cer¬ 
tainly it should not be urged. The parents of the 
children should always be consulted before work of 


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this kind is taken up. Where the children are carefully 
instructed as to their deportment, and conduct them¬ 
selves in a modest, unassuming way, paper-selling is 
really an excellent training for them, and an especially 
fruitful kind of missionary endeavor. It should be 
done, if possible, in a locality where the children are 
kno-wn, and in a residence district, never on a business 
street. The supervision of an older person is impera¬ 
tive, the same as in Harvest Ingathering work; and if 
the superintendent or the parents observe that the 
work is producing a spirit of forwardness or commer¬ 
cialism in the children, the work should be discon¬ 
tinued. A proper degree of modest reserve must not be 
sacrificed for the sake of the distribution of literature. 

Circulating the Reading Course Books 

Lending or giving away the Junior Reading Course 
books is another good work for the Junior society. The 
children may induce their friends and acquaintances 
to take the Reading Course and earn certificates, the 
same as our own Juniors do. It is also good missionary 
work to place the Junior books in the public libraries, 
where they will be read by a large number of children. 

Letter-Writing 

The Juniors may write little notes of cheer to iso¬ 
lated children, to the aged, and to shut-ins. Letters to 
lonely missionaries are also much appreciated, especially 
by those who are not in official positions. Scripture 
post cards upon which have been written appropriate 
verses may be sent to children who are ill, and to those 
who are lonely. Wide-awake Juniors will think of 
many other plans for missionary correspondence within 
the ability of the society members. 

Many boys and girls feel at a loss when assigned 
a missionary letter. It is hard even for “grown-ups’' 
to write to strangers, and the superintendent should 
help the Juniors by suggesting what to write. For 


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instance, if they are to write to a shut-in, find out all 
you can about the life of the one to whom they are to 
write. Ask one Junior to tell the invalid of a certain 
Junior program; another, of the missionary work the 
society is doing, etc. Be definite in your suggestions. 
Insist on neatness and good composition, though it may 
take another meeting to copy the original letter. 

When the letter is to accompany a paper, the super¬ 
intendent may write a form letter, which should be 
copied neatly by those sending out the papers. The 
letter may be worded something like this: 

Dear Friend: 

I thought you might be interested in reading some of 
the good articles in a paper called the Signs of the Times, 
so I am sending you a copy of it to-day. If you like the 
paper, I shall be glad to continue to send it to you free. 
Won’t you write and let me know if you receive the paper, 
and how you enjoy it? 

Yours very sincerely. 


If you prefer, literature may be mailed to an indi¬ 
vidual for several weeks, without an introductory 
letter; but after the papers have been sent for some 
time, a letter should be written, inquiring if the person 
wishes them continued. The following is a suggestive 
letter for this purpose: 

Dear Friend: 

For some time, I have been sending you a paper called 
the Sig7is of the Times, which tells about the soon coming 
of Jesus, and other truths from the Bible. I hope that you 
have received the papers, and that you found time to read 
and enjoy them. Would you like to have me continue to 
send the paper to you ? I will gladly do so if you are inter¬ 
ested in reading it. May I not hear from you ? 

Yours sincerely. 


The children may have to wait some weeks before 
receiving any replies to the letters written; but they 






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83 


should not be discouraged. Many have a similar ex¬ 
perience. If they are praying that God will bless the 
seed sown, there will surely be results sometime. They 
may not know, until Jesus comes, just how much has 
been accomplished; but God has promised that His 
word shall not return to Him void, and His promises 
never fail. 

Do not drop a name without sending a second 
letter, though you may have had no reply. The follow¬ 
ing form is suggestive for such cases: 

Dear Friend: 

Some time ago I wrote you calling your attention to 
copies of the Signs of the Times which I have been mailing 
you. I believe that this paper is one of the best published, 
along the lines of Bible truth for this time. Because I am 
so anxious that those who receive it shall find it the help 
which I know others have found it, I am asking you to let 
me know if you are enjoying it and wish me to continue 
sending it. This I shall be glad to do free of charge to you 
if I have the assurance that you are receiving and reading it. 

Yours sincerely, 


Follow-Up Work 

When replies are received, good judgment and tact 
are needed in answering the letters and in following 
up the interest. The superintendent will need to help 
the Juniors with this part of their work. It is such 
a blessed privilege, surely no teacher will be negligent 
about assisting them, or unwilling to do so. 

A careful record should be kept of the papers and 
letters sent to each person; and systematic work must 
be done if results are to be seen. Be sure that you 
have done your best to interest each person, before you 
cease your efforts for him. 

Earning Missionary Money 

If our boys and girls are to become liberal, system¬ 
atic, cheerful givers, now is the time to train them in 




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Christian stewardship. They must be taught that 
they should attend to the Lord’s business as well as 
their own. Every boy and girl should have a “Lord’s 
purse.” It may be a box, a miniature bank, a pocket- 
book, a missionary barrel—it matters not what, so 
long as the child is taught that the money placed in 
this receptacle is to be used for no other purpose save 
that of missions. 

The offerings that the boys and girls most enjoy 
giving are those which have been secured through 
their own efforts. How Mary’s eyes sparkle when she 
can place in the mission basket a coin she has earned 
her “very own self”! One little tot was asked where 
she got her money to give in Sabbath school. “Oh, I 
earn it!” she replied proudly. “But how can such a 
tiny thing as you earn money?” exclaimed her ques¬ 
tioner. “Oh, I’m not so dre’ful little,” she quickly 
answered; “and you know I just must earn money 
for Jesus.” 

The wise superintendent will have a talk with his 
Juniors about earning money for the Lord’s work, and 
will be ready to place before them some definite plans,, 
which it is within their ability to carry out. Most 
children respond readily to suggestions, and put en¬ 
thusiasm and hard work into an enterprise, if the 
teacher will take pains to direct them and show them 
how. Although the amount of money earned may not 
be large, the training in the desire to give is what we 
are especially striving for; and all efforts which will 
aid in securing this end are worth while. 

Odd Jobs Well Done 

In the spring, many opportunities are open to the 
energetic Junior. One boy earned considerable money 
helping housekeepers clean house. He had learned that 
doing work well, no matter how easy or how difficult, 
brings success; consequently his services were always 
in demand. When he was to clean a rug or sweep a 


The Junior Manual 


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floor, people knew that it would be done thoroughly. 
He worked nights, after school, charging ten cents an 
hour. Washing windows was one of his specialties; 
he made them shine so brightly that housewives gladly 
engaged him to relieve them of that dreaded task. 

Repairing Old Furniture 

Caning chairs is another profitable way of earning 
missionary money. A boy in one of our church schools 
earned a good sum in this way. Besides putting in a 
new seat, he gave each chair a coat of varnish. He 
charged sixty cents apiece; but his customers were 
glad to pay that amount, for he made each piece of 
furniture look almost as fresh as new. This work is 
interesting as well as profitable. Some girls enjoy it 
as much as do the boys. 

A Food Sale 

“How much do you think we made at our food sale 
yesterday?” asked a pretty, brown-eyed girl of thir¬ 
teen, of an older friend. Having attended the sale, 
which was held on the lawn the previous afternoon, and 
remembering the fine array of good things, the woman 
guessed fifteen dollars, thinking that a very liberal 
sum. “You are more than twenty dollars out of the 
way,” the girl exclaimed excitedly; “we earned thirty- 
six dollars.” 

The mothers had supplied a good share of the ma¬ 
terials used, but the children themselves had done much 
of the work. There were fruits and vegetables, baked 
beans, pastry, bread, and many other things displayed. 
The sale had been thoroughly advertised beforehand. 
It opened promptly at 4 p. m.; and within half an 
hour, every article had been sold. This plan is full of 
possibilities, and will be found a good one for securing 
funds, if the parents will cooperate in carrying it out. 
But the burden of a food sale should rest upon the 
Juniors, and not on tired mothers. Children should be 


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asked to prepare only what they have successfully made 
before. After everything is done to make the tables 
attractive, set a fair price on the food. The fact that 
the proceeds are for missions is no excuse for ex¬ 
orbitant prices, and asking more than actual value is 
surely an unfortunate training for Juniors. 

“For three years,” writes one teacher-superintend¬ 
ent, “we conducted cooking classes for boys and girls. 
On one occasion, we sold healthfully prepared food. It 
was all cooked by boys from twelve to fifteen years of 
age. Each boy furnished certain things. The girls 
got a horse and buggy and collected dishes, returning 
them afterwards. They also acted as waitresses and 
dishwashers. 

“The boys’ cooking proved an excellent success; and 
for weeks, I received notes asking for the recipe of 
‘that vegetable roast,’ or ‘the cake made without bak¬ 
ing powder or shortening,’ etc. Many not of our faith 
were present, among them some of the prominent 
people of the town. One. man said, ‘This has been 
worth five dollars to me; take this five and use it for 
anything your school needs.’ ” 

Nimble Fingers 

Making dainty aprons, pincushion covers, skirt 
hangers, coat holders, and the like, is another good 
way to earn money. Articles made from raffia, such as 
picture frames, boxes, shoe bags, and table mats, are 
easily sold, and the children always enjoy making them. 
It is astonishing how much more quickly and pleasantly 
the regular school work will be done if the children can 
look forward to some such work when their studies are 
over. There will be no difficulty in selling the articles 
among friends and neighbors, if they are useful as 
well as neatly and prettily made. While it is right that 
a reasonable sum be charged for the finished product, 
the children should not be encouraged to place too high 
a price upon their work. 


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87 


Old Papers 

Have you ever tried saving old papers and maga¬ 
zines to sell? The Juniors may canvass the neighbor¬ 
hood for these articles, asking for the privilege of 
calling for them at regular intervals. Many families 
will be glad to help the Juniors in this way. Store the 
papers in a clean place until the supply is sufficiently 
large to make it worth while to sell them to a junk 
dealer. 

More Things to Sell 

As has already been mentioned, selling our maga¬ 
zines is one of the best ways of earning money; for at 
the same time, the child is giving the message to those 
who buy. There are also other things which the chil¬ 
dren can readily sell. One father bought five hundred 
post cards for his ten-year-old boy. The retail price 
for which these cards were sold was sufficient to cover 
their original cost and leave a good surplus. Peanuts 
may be bought in large quantities, roasted at home, 
and sold by the small bag. Many a child has earned a 
neat sum in this way. Popcorn also is a very salable 
article. In planning any such work, however, we 
should study the nature of the child, remembering the 
evils which may come to children. The raising of 
missionary hens is another fine plan. 

Here are other good suggestions given by an able 
teacher-superintendent: 

“One of the best ways I have found to earn mis¬ 
sionary money is by making useful articles in manual 
training or industrial periods. 

“Often at the middle or close of the school year, we 
have a program, and then sell the articles. One year, 
we had seven girls in the sewing class. They received 
sixteen dollars for what they had made, and put the 
money into our school treasury^ Another year, the 
boys and girls sold hammocks they had made at school, 
for $2.00 and $2.50 each. The material for each ham- 


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mock cost only fifty or sixty cents. The boys made 
and sold articles of wood, painting or decorating them 
in burnt work.” 

Missionary Investments 

' One enterprising Missionary Volunteer conference 
secretary devised a plan whereby each Junior in his 
conference was given a dime to invest for the Lord. 
Several months later, each society was to have an 
Investment Day program. It was the big event to 
which each Junior looked forward, for it was then that 
he was to turn in the money he had earned with his 
dime, and hear the “Well done” from the lips of his 
superintendent. 

The results were surprising. The amount netted 
was far beyond the wildest expectations of all Junior 
workers. The plan has become a regular feature of 
the Missionary Volunteer work of that conference. 

Missionary Gardens 

With all the encouragement which Uncle Sam gives 
the youthful gardener, if the Juniors have any oppor¬ 
tunity at all to do so, the superintendent should en¬ 
courage the raising of a missionary garden. One 
young girl made fifty dollars from her aster bed. A 
boy who succeeded in raising good lettuce and radishes, 
found it extremely profitable. The superintendent 
should get in touch with the State Agricultural De¬ 
partment and get advice as to products that do espe¬ 
cially well. 

The teacher-superintendent has a special advantage. 
He may supervise the garden and give instruction in 
the regular agriculture class. One teacher-superin¬ 
tendent gives this good experience: 

“My school children did not want a garden. Some 
said, T won’t make any unless I have to.’ We had but 
a small piece of ground, so I gave each only one row 
twenty feet long. There were twenty-five of us; and 


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89 


I said, ‘Let’s try to make one cent a foot, then we shall 
have five dollars.’ But when school closed, we had ten 
dollars.” 

Self-Denial 

We are greatly in danger of encouraging our 
Juniors to “get” money to give without their feeling 
the pinch of sacrifice. Jesus commended the giver who 
gave “all that she had.” We should keep ever before 
the boys and girls the privilege of doing without for 
the Master. Have a self-denial box, and ask each 
Junior who has saved missionary money by going 
without something he wished, to place his donations in 
that box. When some need for money comes up, the 
superintendent might encourage the society to try a 
special self-denial week. 

Training in Tithe Paying 

It should go without saying that the children will 
be taught to pay an exact tithe on every dime they 
receive. Before they use a cent for themselves, or even 
for a mission offering, one tenth is sacred to God. One 
little fellow has thought out a very good plan for him¬ 
self. He has three boxes in which to keep his money,— 
one for money not yet tithed, one for tithe, and one for 
money that has been tithed. When he gets two cents, 
for instance, he drops it into the first box, and leaves 
it there until there is ten cents in the box; then he 
tithes this dime, putting one cent in the tithe box, and 
the other nine cents in the “tithed money” box. In 
this way, he is receiving a training in being strictly 
honest with the Lord. Faithfulness in rendering to 
the Lord His own should be so fully established in 
childhood that it will be second nature to our boys and 
girls as they grow older. 

Special Plans 

In raising the financial goal of the society, one 
Junior superintendent, well known for her originality. 


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found that the use of different posters each month to 
encourage the Juniors in giving was a good plan. 
Here is a description of one of these posters, as she 
gives it: 

“The January poster was a black map of India. It 
was headed, ‘Bibles for India.’ Below the map was 
given a list of the books of the Bible that the society 
was expected to buy. Each member was asked to buy 
one book (ten cents). When the amount was given, a 
star was placed after the name of the book. During 
the month, the children were to learn the names of the 
books of the Bible. At the close of the month, each 
child who had learned these received a pretty card 
bearing the names of the books of the Bible on 
the back.” 

It is surprising how these little devices will inter¬ 
est the Juniors. They find real pleasure in raising 
money for missions when the matter is placed before 
them so pleasingly. 

Patience, Perseverance, and Persistence 

Many other kinds of work might be mentioned. 
The resourceful superintendent will think of plans 
suited to the ability and surroundings of his Juniors. 
If truly devoted, he will work patiently, perseveringly, 
persistently, and always enthusiastically, to train the 
boys and girls in the grace of giving, teaching them 
that prayer and work and money must go hand in hand 
in hastening the coming of Jesus. 


Chapter VII 


Educational Features 

The work of the Missionary Volunteer Department 
in meeting the demand of the Junior for good reading 
has already been mentioned. The importance of plenty 
of the right kind of reading can scarcely be over¬ 
emphasized. In his study, “The Religious Education 
of Adolescents,” Professor Richardson says: “The so- 
called reading craze reaches its point of greatest in¬ 
tensity at about the fourteenth year. If an abundance 
of interesting books are available, the average boy or 
girl will then spend more time in reading than in any 
other form of leisure-time occupation.” He points out 
that an abundance of biography, filled with a spirit of 
sacrifice, heroism, and loyalty, should be given the boy 
and girl at this time. “Cultivate in them a taste for 
the best literature. The right kind of books can be 
used to strengthen memory, stimulate social imagina¬ 
tion, quicken wholesome impulses, enrich the emotional 
life, disengage moral energy, provide spiritual insight.” 

This is the time when tastes are formed, and it is 
far easier to implant a love for good reading than to 
supplant the love of pernicious literature. Let us take 
the God-given task seriously. Boys and girls of the 
Junior age will read. Let us be ready to give them 
something worth while. 

Stores, libraries, and, I am sorry to say, some 
homes are full of books and magazines that are a posi¬ 
tive menace to the Junior. The day of the dime novel 
has been eclipsed by the dime movie; but beautifully 
bound gift books, seeming harmless and attractive to 
the casual examiner, are handed by the thousand over 
the counters. They poison the mind, they give un¬ 
healthful and untrue ideas of life. They develop the 
imagination abnormally, and daydreaming takes the 
place of healthful service. 


( 91 ) 


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The Junior Manual 


It is the privilege, as well as the duty, of every 
superintendent to know what the boys and girls of his 
society are reading. 

‘‘What is that you have now, Bess?” asked Miss 
King of one of the Missionary Volunteer Juniors. “Oh, 

that’s just-,” she replied frankly, showing one of 

the year’s best sellers. Miss King didn’t scold, she 
didn’t even appear shocked. She wanted the girl 
always to feel free to show her the books she was 
reading. But she did a great deal of praying and 
studying. She found that a number of the girls were 
passing around that best seller, and that other similar 
books followed. She didn’t begin to preach. She did 
set herself to finding a number of short, thrilling 
biographies. These she encouraged the Juniors to 
read. She had a reading circle, and read fascinating 
stories of true life. As opportunity presented itself, 
she said something about the influence of reading. It 
was all done in a quiet, unobtrusive w'ay. A year later 
Bess handed Miss King a popular piece of fiction with 
the words, “That’s my last. Miss King; I really like 
what you give us better.” 

It is useless to prohibit the reading of fiction. Sub¬ 
stitution is the only possible cure for the novel habit. 
A real cure takes months and even years of effort and 
prayer after the disease has once sent its roots into 
the mind of the Junior. Let us cultivate good taste in 
reading before the bad has had a chance to begin 
its work. 

The superintendent, then, must be acquainted with 
books; he must have a number ready to suggest at a 
moment’s notice. Many parents are grateful for 
suggestions. 

The Junior and Primary Reading Courses 

Not every superintendent has the time to devote to 
book selection. The Missionary Volunteer Department 
recognized this, and therefore began its Junior Read- 



The Junior Manual 


93 


ing Course. Each year, from two to four helpful and 
inspiring books are selected for Juniors to read. Each 
book is carefully read by several Junior workers. 
Every effort is made to have the course well balanced. 
History, nature, biography, travel, and missions all 
yield their fascinating stories for the Junior Course. 
The field is so wide that as much can not be put into 
the Reading Course as might be profitable. 

The Missionary Volunteer Department recognizes 
also the fact that the Reading Course is entirely inade¬ 
quate to meet all the needs of the book-loving Junior. 
It is a very small fraction of the reading that the 
average boy and girl does each year. With this in 
mind, a list has been prepared, containing the names 
of about two hundred and fifty supplementary books, 
with the price of each, and the name and address of 
the publisher. The books that are of special interest 
for Juniors are starred. Send for Leaflet No. 79 of 
the Missionary Volunteer Series, entitled “What to 
Read.” 

The Junior Course had been no more than fairly 
started when there was a demand for a Reading Course 
for younger children. In 1917, the Primary Reading 
Course was launched. “Uncle Ben’s Cloverfleld” headed 
the list, and it was thoroughly enjoyed by many of our 
little folks. Since then, one or two books suitable for 
little children have been offered each year. As in the 
case of the Junior Reading Course, the demand exceeds 
the supply; so the Home Commission has arranged a 
list of books which are suitable to read to small 
children. 

Promoting the Reading Courses 

The very plan of organization tends to influence the 
wide-awake boy and girl to take the Reading Course. 
No member can become a Friend without earning a 
certificate, and no Friend can become a Companion 
without an added certificate. In places where the plan 


94 


The Junior Manual 


has been tried, Juniors who before have cared little 
about reading and have usually “petered” on the hard 
end, are sticking through for the sake of wearing the 
desired insignia. 

But a superintendent can do much more toward in¬ 
teresting the children to read. First of all, send for 
the enrollment blanks, and when all is ready, present 
one of the books. Read or tell an interesting incident 
from its pages. See that the book is in the Missionary 
Volunteer library, so it may be borrowed by those who 
can not afford to own one. Having once presented a 
book, don’t forget it. If the book is not kept in demand 
by anxious readers, tell something more about it. 

Do not, however, encourage the borrowing of the 
Reading Course book at the expense of ownership. It 
is important indeed that the Junior appreciate the 
value of a library of his own. The habit of acquiring 
good books is one which will enrich the Junior through¬ 
out life. To this end, the publishing houses make spe¬ 
cial offers to Juniors who wish to purchase their books 
by selling small books and thus earning the necessary 
money. They also have a plan whereby the Junior can 
purchase the books on the installment plan, a book 
being received as the value of each is paid. 

The superintendent might take a few minutes dur¬ 
ing the program each week to read from one of the 
Reading Course books. A great many teacher-super¬ 
intendents find time to read to the boys and girls for 
a period each week. Of course, when a Junior misses 
a certain portion of the book, it should be read by him 
before application is made for a certificate. Some 
superintendents form reading circles. A chapter is 
read while some useful bit of handwork is being done. 
Perhaps stockings and socks are being darned for some 
overburdened mother during the reading. Maybe gar¬ 
ments are being put in readiness to send away. It is 
sometimes successful to assign chapters to be read at 
home or in spare time at school, during the week. The 


The Jiinior Manual 


95 


children should be encouraged in every way, though, 
to read for themselves. 

Whatever method is used in promoting the Reading 
Course work, its success will depend very largely upon 
the interest which the superintendent manifests. Your 
encouragement, your enthusiasm, your persistency, are 
the chief factors in obtaining satisfactory results. 
Very few Juniors will persevere until they actually 
finish a course, unless some older person cheers them 
on and helps them over the hard places. The tendency 
of boys and girls is to read those books in the course 
which they enjoy most, and which appear most inter¬ 
esting to them, while the more difficult ones are 
neglected. 

Right here is where your patience and perseverance 
must be exercised. You must stand ready to spur the 
children on to finish the course, once they have under¬ 
taken it. If they do not have a taste for the more solid 
books, help them to cultivate it. Not only is it an 
excellent training for them to learn to apply themselves 
to reading that does not so greatly appeal to them, but 
every one of the books in each course is well worth 
reading, and will amply repay each child for the effort 
made to read it carefully. 

Much of the secret of success lies in the first pres¬ 
entation of the book you wish a Junior to read. No 
active boy and girl will respond to “Here is an inter¬ 
esting book,” or, “You should read biography; it will 
be a help to you.” One girl persistently refused to read 
any biography until an older friend picked up a book 
and began reading the story of how Florence Night¬ 
ingale cured the shepherd dog. The girl finished the 
book, and has been interested in biographies ever since. 

Securing Reading Course Certificates 

A very attractive certificate is presented to the child 
for every Reading Course he completes, whether cur¬ 
rent or past. After completing a course, the Junior 


96 


The Junior Manual 



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desiring a certificate should send to the conference 
secretary for a certifying card. This should be filled 
out by the superintendent or the parent, some one who 
is responsible to the conference for the completion of 
the course by the Junior. It has been customary among 
Junior superintendents to require a few statements 
from the boy or girl as to what the book contains, 
sometimes the answering of a few questions. The 
method is left to the discretion of the person certifying 
the reading of the book. In the case of very young chil¬ 
dren, the one who reads the books to the child should 
be responsible for obtaining the certificate. The card 
is sent to the conference Missionary Volunteer secre¬ 
tary; and when cards for all books in the course have 
been received, he will forward a Reading Course cer¬ 
tificate for the child. 

The School Library 

It should be the aim of every Missionary Volunteer 
Society to have a good library. This may contain, as 
a substantial foundation, all the Junior and Primary 
Reading Course books. Write to your conference Mis- 





The Junior Manual 


97 


sionary Volunteer secretary for a list of the “former 
Missionary Volunteer Reading Courses,” and check up 
on your library. 


Increasing the Library 


Give the child plenty to read, books in abundance 
from which he may choose; but be sure that all books 
placed at his disposal are of the right kind. When the 
church members learn that you have a library, many 
of them will be glad to give good books, or money to 
buy such books. Before placing any book in your 
Junior library, know what is in it. The fact that some 
of your patrons have presented books to the school 
library does not necessarily insure their being whole¬ 
some and helpful. Tact and wisdom are needed, as well 
as time and hard work, to make the library just what 
it should be. A safe guide in the selection of suitable 
books is found in the standard list of books given on 
pages 153 to 160 of the “School Manual.” Another 
source of information concerning reliable books will 
be found in the book reviews which appear from time 
to time in the Instructor. 





0.!jii5 ifviiilirs tljut 
Albert Broy/n, 


4 





98 


The Junio7‘ Manual 


The Junior Standard of Attainment 

There is a lad of twelve who is an enthusiastic ex¬ 
ample of what the Standard of Attainment can do for 
boys and girls. He has made friends with the milk¬ 
man, and enjoys riding with him as he travels over his 
route. What do they talk about? The Junior Mission¬ 
ary Volunteer has but one subject — he gives the milk¬ 
man regular Bible readings. He carries a little pocket 
Testament with him, and proves what he says about 
Christ’s coming soon, and about the Sabbath. The 
same lad seeks an opportunity to carry a suitcase or 
some bundles for a stranger. And he never says 
good-by without leaving some word which will lead his 
new-found friend to seek for truth. 

Every boy and girl should be able to do the same 
thing. Texts learned at this time will stay in the 
minds of the boys and girls when those learned later 
will fail. Now is the time to fill the mind with gems 
that will always abide and be an anchor when doubts 
assail. 

Do not for one moment admit that the study of de¬ 
nominational history and doctrines may prove uninter¬ 
esting to children. They can be most fascinating even 
to Juniors, and have proved such in many instances. 
Boys and girls, though, are interested in watching a 
thing work instead of studying it in the abstract. 
Prove to them that the fundamentals of our belief 
are workable. 

There are many devices which increase interest and 
help to fasten the various texts in mind. For example, 
the superintendent can assume the part of one who is 
not familiar with the Bible. He may then ask a mem¬ 
ber to answer his questions on a certain subject. One 
superintendent put a list of questions suddenly before 
a group of Juniors, asking the first one who could 
answer the first question with a text to rise. Encour¬ 
age the children to be able to locate a few texts on each 
doctrine, though they may not have memorized as 


The Junior Manual 


99 


many. But with all the devices which may be used, 
there is nothing so stimulating as using what they 
have learned, to help others. God always uses the in¬ 
strument that is sharpened; and the boys and girls 
who are ready will have opportunity to pass on the 
light. The superintendent should have short but fre¬ 
quent Standard of Attainment drills as a part of the 
society program. 

The history of the beginning and growth of our 
work is also an inspiration to the Juniors. That the 
rise of this people is a matter of prophecy is an anchor 
to which every young person can tie. This movement 
was called forth by God. It has been fostered and 
preserved by Him, and He will see it through. The 
boys and girls can not fail to trace God’s hand in the 
events which cluster about the birth of the message 
as we know it to-day. The stories of sacrifice and 
earnestness which make up the lives of the pioneers 
of this denomination will be an inspiration to the hero- 
worshiping Junior. The thrilling adventures, the 
miraculous protection given those early workers, will 
strengthen the faith. “To the youth who love to read 
the real struggles and real victories of real men and 
women, should be given the stories of the remnant 
church in its early days, not alone for the knowledge 
that it will give them, but also that they may love this 
message for what it is.” The spirit of prophecy has 
said, “We have nothing to fear for the future except 
that we shall forget the way the Lord has led us, and 
His teaching in our past history.” 

Definition of Standard of Attainment 

The Standard of Attainment is a mark of profi¬ 
ciency in Bible doctrines and our denominational his¬ 
tory, which all our young people are asked to reach. 

It was for the purpose of training our children to 
be true and loyal Seventh-day Adventists, thoroughly 
rooted and grounded in the message for this time, and 


100 


The Junior Manual 


to prepare them to give to others a knowledge of this 
truth, that the Junior Standard of Attainment was 
instituted in 1915. The Junior Standard of Attain¬ 
ment requires a careful study of the main points of 
our faith, and the history of the rise and progress of 
the Seventh-day Adventist denomination. 

Standard of Attainment Helps 

That the superintendent may have definite material 
in hand which will help him to cover the necessary 
ground with the children, a Junior Standard of Attain¬ 
ment Manual has been provided. This is a small 
pamphlet costing but six cents. It contains questions 
and a proof text on every point of our faith. It also 
contains questions on denominational history, with 
references to Elder Loughborough’s book “Second 
Advent Movement.” The book “Pioneer Stories of the 
Second Advent Message,” by Professor Spalding, is a 
veritable treasure house for the children. The stories 
of our pioneers are here told in such a fascinating way 
that the boys and girls are sure to remember them. 
Every superintendent should insist on the Junior’s 
reading the book as a part of the Junior Standard of 
Attainment course, if he has not already done so be¬ 
cause of its being in the 1922 Reading Course. “An 
Outline of Mission Fields,” prepared by the Seventh- 
day Adventist Foreign Mission Board, Takoma Park, 
D. C., and furnished upon request, is a valuable refer¬ 
ence book for the superintendent. 

The Missionary Volunteer Department has pre¬ 
pared a denominational history, entitled “The Story of 
the Advent Movement,” as a help in the Senior Stand¬ 
ard of Attainment. It is written by the well-known 
and loved young people’s writer Mrs. Matilda Erickson 
Andross. Under her pen, the history of our denomina¬ 
tion has become a wonderful story, which no superin¬ 
tendent can afford to be without. Elder Spicer’s new 


The Junior Manual 


101 


book, entitled “Our Story of Missions,” is also indis¬ 
pensable for the superintendent who is doing thorough 
work. 

Those boys and girls finishing the Bible doctrines 
and denominational history now required in the sev¬ 
enth and eighth grades are entitled to a Standard of 
Attainment certificate without further study. It is 
suggested, however, that the regular Standard of At¬ 
tainment tests sent out by the Missionary Volunteer 
Department will be quite simple after the pupils have 
done such intensive work as the Bible and denomina¬ 
tional history classes of those grades require. Many 
teacher-superintendents give both examinations to 
graduating classes. 

Examinations 

Each May and November, the Missionary Volunteer 
Department issues examinations for those who have 
completed the Standard of Attainment study. Juniors 
may take either or both examinations at these times. 
Those who are able to answer the questions in the 
Junior Standard of Attainment Manual need have no 
fears as to the outcome of the examination. 

The superintendent may secure sets of the Junior 
examination questions by sending to the conference 
Missionary Volunteer secretary. The questions must 
not be opened until the hour appointed for the test. 
These examinations should be carefully conducted, no 
marginal references or helps of any kind except an 
unmarked Bible being allowed those who take the test. 
The papers should be written neatly, in ink if possible, 
and should bear the name and address of the person 
taking the examination. The superintendent should 
send these papers to the conference Missionary Volun¬ 
teer secretary to be graded. 

Certificates 

To each child receiving a mark of 75% or higher 
will be granted a beautiful lithographed Junior Stand- 


102 


The Junior Manual 


ard of Attainment certificate, bearing the signatures 
of the General Conference Missionary Volunteer sec¬ 
retary and the union and local conference Missionary 
Volunteer secretaries. Every Junior Missionary Vol¬ 
unteer should aspire to possess one of these certificates, 
thereby becoming a Junior Member of Attainment. 

The superintendent’s influence is needed in promot¬ 
ing the Standard of Attainment as well as in every 
other feature of the Junior work. He must lead out in 
each endeavor, else it will wither and die. What oppor¬ 
tunities are his! And how the boys and girls will work 
if he stands by to cheer them on! On the other hand, 
without his help, how little is accomplished! Superin¬ 
tendents, will you be the inspiration of your pupils — 
ready to encourage them in this good work? 


Chapter VIII 


Reporting 

Accurate reports are a necessity to successful Mis¬ 
sionary Volunteer work. Superintendents are prone 
to get into the habit of thinking, “Oh, what difference 
does my little bit make, as long as the work is done!’' 
True, the work itself is of prime importance; but re- 
. porting is an excellent check upon that work. If the 
superintendent faces each month the cold figures which 
represent what has actually been done, he is very likely 
to compare them with previous figures, to notice the 
weak points in the society's work, and to start on the 
new month with renewed vigor and a determination to 
' bring up the items that are falling behind. To see 
results piling up toward a desired goal is also a tre¬ 
mendous incentive to the Juniors. Yes, prompt and 
accurate reports are indispensable to the society itself. 
And if such to the local group, how much more does it 
mean to the general upbuilding of Missionary Volun¬ 
teer work in the conference! What other means has 
the Missionary Volunteer secretary of studying the 
local society preparatory to offering constructive criti¬ 
cism? So the report grows in importance as it nears 
the general headquarters. 

On page 105 is a chart which gives at a glance the 
history of our growth. Study it well, for it will encour¬ 
age you to realize how God has blessed and prospered 
the Missionary Volunteer societies throughout the 
North American Division. There comes an added 
impetus in knowing that your little Junior society is 
a part of such a victorious movement. But remember, 
as you study it, that that chart, which has already been 
an inspiration to many a Missionary Volunteer worker, 
was drawn up from thousands of reports like yours. 
It pays to report, because a faithful report returns in 

( 103 ) 


104 


The Junior Manual 


the guise of a blessing to your own society, while it 
speeds its message of encouragement and helpful sug¬ 
gestion to thousands of others. 

Regular Reporting 

The obtaining of weekly reports from the members 
of the society should be a part of each program. Thus 
will the Juniors learn to give reports without hesitancy 
or embarrassment. And only when such regularity is 
followed can the secretary send in a prompt monthly 
or quarterly report. 

To be efficient, reporting must be steady. Spas¬ 
modic attempts yield but a confusing story. The 
superintendent must treat the matter of sending re¬ 
ports to the conference secretary as important, and 
that attitude will be acquired by the Junior secretary. 
It is the latter’s duty to add all items of work for the 
month or quarter, whichever method of reporting is 
followed, and hand the totals to the superintendent. 
The secretary may need help until he becomes accus¬ 
tomed to the demands of a report. 

Methods of Reporting 

In the majority of Junior societies, the plan is 
followed of taking an oral report. The secretary, after 
reading his report of the previous meeting, takes a few 
moments to read over the items of work on the indi¬ 
vidual report blank, pausing after each item to allow 
the society members to report. Other societies pass 
out a report blank to each Junior as he enters the room, 
and collect these at the time the offering is taken. 

Whatever the method of getting reports, great care 
should be exercised to see that they are accurate. 
Sometimes Juniors get an exaggerated idea of what 
they really do. The superintendent should watch the 
reports closely, and upon any extraordinary activity, 
question the one reporting it. A superintendent could 


3EVErfTE£n YEAP3 OF/lV' PPOC-FE^-.. 


The Junior Manual 


105 







































106 


The Junior Manual 


easily inquire into the time and place of such work as 
seems to be surprising. The following incident illus¬ 
trates the need of such care: 

One little fellow gave a glowing account of his ex¬ 
perience in selling magazines, and reported marvelous 
results of his efforts. It seemed so wonderful for a 
child to do so well, that the teacher congratulated his 
parents upon his unusual zeal and earnestness. Imagine 
the surprise to find that he had never sold magazines 
in his life; but he had a vivid imagination, and doubt¬ 
less in reading of the experiences of others, he was so 
impressed that he appropriated their success to himself. 

It is a good plan to give the boys and girls an op¬ 
portunity to tell of Harvest Ingathering experiences or 
to report the results of some special missionary under¬ 
taking, in the regular society program. It encourages 
both those who have taken part and those who may be 
somewhat backward about joining others in the doing 
of such work. 

Incentives for Reporting 

In a large city society where one problem was that 
of irregular attendance and spasmodic activity, the 
members were asked to sit together in their respective 
units. As each Junior came in, there was handed to 
him a report blank which he must sign, designating to 
which unit he belonged. In the taking of the record, 
no member was counted present unless a signed report 
from him was received by the secretary. The unit that 
showed the most regular attendance received honorable 
mention. Then a system of credits was worked out, 
whereby missionary effort was recognized. For in¬ 
stance, attendance at correspondence band, letters 
written or papers mailed, a missionary visit, all 
counted so much for the unit. The whole plan was 
based on the adolescent trait of group loyalty. Al¬ 
though the results seemed satisfactory, here the higher 


The Junior Manual 


107 


motive of service to fellow man is to be preferred, the 
first plan serving its purpose as a means to an end. 

There are many devices whereby a superintendent 
may encourage reporting. The union conference 
usually furnishes a goal card that registers the amount 
of headway made on the goal. If this is hung in a con¬ 
spicuous place and used regularly, the Juniors will 
enjoy watching it. One superintendent suggests the 
following device: 

On a board, a small candle was drawn for each child, 
and two angels were represented as watching the 
candles. Above the candles were printed the words, 
“Jesus Bids Us Shine.” Each week, when a child 
handed in his report, his candle was lighted up with 
red and yellow chalk (by a Junior appointed before¬ 
hand) ; if he had no report, of course no light was 
added. These “lights” were erased after the meeting. 

Time for Reporting 

Conferences differ in their requirements as to the 
time of reporting, Some ask for but one report a 
quarter, while others find that a report each month 
increases efficiency. Whichever the plan, the society 
secretary is responsible for sending in reports at the 
required time. 

Some one has said, “A prompt report is a delight; 
a tardy report is an annoyance; a failure to report is 
a calamity.” Although the task of preparing a report 
belongs to the secretary, the superintendent of a Junior 
society must shoulder the responsibility of seeing that 
it is neatly, accurately, and promptly done. A dupli¬ 
cate report of missionary work should be handed to the 
church missionary secretary at such time as is agreed 
upon by the local church elders. Thus will he have a 
complete record of work done by the whole church. 

In those societies conducted in the schools, the 
teacher-superintendent is asked to report Missionary 


108 


The Junior Manual 


Volunteer duties to the educational superintendent 
each six weeks. For this purpose, a perforated slip 
bearing the Missionary Volunteer items of report^ is 
attached to the record sheet of the Daily Register. In 
those conferences where the monthly report is in vogue, 
the teacher-superintendent is asked to send a duplicate 
report to the Missionary Volunteer secretary at the 
same time he sends in the report to the educational 
superintendent. For illustration, let us suppose that 
school begins September 1. The teacher will be mak¬ 
ing out his report about October 15. It will reach the 
Missionary Volunteer secretary a little early for the 
second month’s report, but the report for the second 
six weeks will reach the secretary in time for the third 
month. Since reports are published but once a quarter, 
this irregularity will not make any difference in final 
figures. 

In those conferences where the quarterly report is 
followed, the teacher-superintendent simply adds two 
of his period reports together and sends them to the 
secretary. The Missionary Volunteer conference sec¬ 
retary sends to the superintendent, at the proper time, 
all necessary blanks for reporting. 

While two six weeks’ school periods do not exactly 
coincide with the beginning and close of the quarter, 
this is not so essential, so long as the work reported 
represents a period of twelve weeks. The last quarter 
of the year will include the first two school periods in 
the fall. These close the latter part of December. The 
first quarter of the new year would then correspond to 
the third and fourth school periods, consisting of 
twelve weeks; the second quarter would correspond to 
periods five and six of the school year, closing about 
the first of June. This leaves the summer vacation for 
the third quarter of the year. The fact that it is 
a little longer than the other quarters, need cause no 



The Junior Manual 


109 


trouble. The summer work should all be reported 
together as the third quarter’s report. The superin¬ 
tendent who has charge of the society during vacation, 
should see that this report is sent in by the secretary 
just before school opens in the fall. 

Duplicating Reports 

Some Juniors attend the Senior meeting. They, 
however, should not report there any work done, but 
turn in all their reports through their own society. 
This, to be sure, does not apply to those societies where 
there is no separate Junior organization. In the 
Junior society itself, care should be taken not to dupli¬ 
cate any item. Something done by a group, as visiting 
a hospital, should be reported by the group leader. 
Any pictures or cards given, or special conversations 
held, may be reported by the member concerned. 
Funds placed in the basket should not be reported by 
an individual, but by the society secretary-treasurer. 

The Sabbath school offerings do not apply on the 
Missionary Volunteer goal, and should not be reported 
to the Junior Missionary Volunteer Society. All other 
foreign mission offerings given by the Juniors, includ¬ 
ing Harvest Ingathering funds and annual and mid¬ 
summer offerings, will be counted on the society goal 
for missions. Care should be taken to make this matter 
of reporting finances very plain to the children, that 
confusion, duplication, and mistakes may be avoided. 

Supplies Needed 

Each Junior society should have on hand a supply 
of individual Missionary Volunteer report blanks. 
These are furnished free by the conference on request. 
It would also aid the secretary m keeping accurate 
account of work done, to have the record book called 
“Memoranda of Attendance and Work,” price 25 cents. 
Some secretaries prefer to keep a file, placing the slips 


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The Junior Manual 


received from each member in an envelope bearing the 
member’s name, and adding the items of all slips at 
the close of the month. This is possible, however, only 
where written reports are received. The blanks to be 
used in reporting to the Missionary Volunteer secre¬ 
tary are furnished free, and should be received by the 
local society secretary about ten days before reports 
are due. 

The Junior Society Goal 

“Strength is like gunpowder,— to be effective, it 
needs concentration and aim.” One of the laws of true 
success in any work is to bend all the energies to some 
particular goal. A person may have the very best in¬ 
tentions, and a genuine desire to accomplish good; yet 
if he dissipates his efforts, squandering them upon a 
variety of enterprises instead of concentrating upon 
some definite aim, he will accomplish little of real value. 

It is the same way in our Junior work. Much more 
is accomplished where “stints are measured off- and 
goals set up”; besides, the children derive far more 
enjoyment from the work. Every year, the General 
Conference adopts goals for its Missionary Volunteers 
in each of the divisions. The division goal is appor¬ 
tioned among the union conferences, and the union goal 
in turn among the local conferences. The Missionary 
Volunteer secretary of the local conference apportions 
his goal among the various local societies; and this is 
the way in which each Junior society finally receives 
its goal.. It is all a part of a well organized system, 
which begins with the General Conference, and extends 
on out to the individual member. 

As we consider the many features of our Mission¬ 
ary Volunteer work, we see a great number of things 
which are worthy of promotion; but it is impossible to 
place all of them in the goal. To attempt to do so would 
defeat the very purpose for which the goal was estab- 


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lished; for our efforts would then be scattered over 
such a variety of endeavor that the accomplishment of 
the whole would seem like a hopeless task. Therefore 
the Missionary Volunteer Department has chosen six 
items, which in spirit are inclusive of all the others, 
and are of such importance as to be worthy of a place 
in the goal. These six points are: 

1. Young people converted and added to the church. 

2. Young people to read the Bible through. 

3. Standard of Attainment certificates issued. 

4. Reading Course certificates issued. 

5. Offerings to missions. 

6. Percentage of reporting members. 

Each year, the Missionary Volunteers are expected 
to reach a certain standard in each of these points. 
The last item, “reporting members,” was placed in the 
goal to increase missionary activity in the society; for 
before there can be reporting members, there must be 
working members. 

In the Junior society, the children are very en¬ 
thusiastic over reaching the goal, if it is properly 
placed before them. From time to time, check up the 
society’s progress on the goal chart, then note the weak 
points. Have you a sufficient number studying for 
Attainment membership to insure reaching the goal, 
even though some drop out? Are the Bible readers up 
to date? What is being done to win the unconverted 
boys and girls to Christ? How about the Reading 
Course? And do the offerings come in as well as they 
should? Are all your Juniors busy in missionary 
work, and reporting regularly what they do? These 
are some of the questions that will need frequent an¬ 
swering if the goal is to be reached by the close of 
the school year. 


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The goal idea has accomplished wonders in the 
Junior work. That which would seem almost impos¬ 
sible under ordinary circumstances, has often been 
accomplished through the inspiration that comes from 
having a definite aim. If you do not receive your so¬ 
ciety goal after your Juniors have been organized for 
work, don’t fail to write the conference Missionary 
Volunteer secretary for it. Concentrate your efforts! 

“Say T will!’ and then stick to it. 

That’s the only way to do it. 

Fix the goal you wish to gain; 

Then go at it, heart and brain.” 


- Chapter IX 

Social Life of the Junior 

It has been said by an eminent student of adoles¬ 
cence that “enthusiastic loyalty to a social group 
within a church easily develops into appreciation of the 
religion for which it stands.” The play instinct is as 
natural to the Junior as work is to the adult. It is a 
bond which may tie the children to the mother church 
in understanding sympathy. As Dr. Richardson puts 
it, “Any church or home or school that does nothing 
toward the guidance of these splendid God-given im¬ 
pulses, except to offer solemn warnings concerning 
questionable amusements, merits both the unpopularity 
and active hostility on the part of boys and girls of 
this age.” In other words, any church that preaches 
a religion of “don’ts” and neglects the wonderful pos¬ 
sibilities in a program of “do’s,” deserves to lose the 
confidence of its boys and girls. 

On the other hand, the church that offers entertain¬ 
ment and play solely as a means of finding an oppor¬ 
tunity to instill its doctrine has lost sight of the true 
purpose of those God-given instincts. Rightly directed, 
play has in itself purposes and achievements worthy 
the effort of Christian workers. It is because we for¬ 
get this that very often too low an estimate is placed 
upon the value of play. 

Sometimes it is beneficial for us to stop and con¬ 
sider what the absence of social activity does for the 
boy or girl. That child who is brought up alone is 
self-centered, self-conscious, timid and awkward, so 
painfully aware that he is not like others that he 
shrinks from contact with his fellow men. 

Clean, wholesome games demand, on the part of one 
who plays, an adjustment for the sake of others. 
There are a number who cooperate for the success of 
a common enterprise. Self is lost sight of in the good 
of the larger group. To be successful in play, the boy 
or girl must know team work. He must know how to 

(113) 


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do his part and leave another to do his. And who 
knows but these lessons of cooperation and team work 
will fit him better to fill his place in that great move¬ 
ment which has for its purpose “The Advent Message 
to all the world in this generation”! 

We should not forget, either, that leisure time is 
the time we spend with our friends. At no other time 
does an adult crave companionship as he does in those 
hours which are his for recreation. How much more 
is this true with the Junior! Lifelong friendships are 
formed in the hours of play. Happy is that boy or girl 
who can count his friends among those who hold the 
third angel’s message dear. As has been said, “Reli¬ 
gion is the natural bond of the noblest and most endur¬ 
ing friendships.” Then it is the duty of every church 
to foster such friendships. 

There is still a phase of the friendship of the Junior 
which should be mentioned here. I refer to what has 
already been discussed,— that of hero-worship. At 
this time, the boy needs an older friend. He will find 
his hero in the policeman of the district, or the baseball 
star of the season, unless he is brought in closer con¬ 
tact with one who joins more completely in his play and 
work. The Junior of this age needs the companionship 
of a Christian friend in his hours of recreation. And 
we need the boys and girls. Nothing else makes the 
heart so young or the world such a happy place as asso¬ 
ciation with the children. As Froebel puts it, “Come, 
let us live with our children.” The teacher who lives 
with his children on the playground usually lives with 
them in the schoolroom and wields an influence he 
might altogether lose without such associations. He 
knows them, their weaknesses, and their lovable 
qualities, as he could in no other way. Just so must 
the successful superintendent meet his boys and girls 
in their social world as well as their spiritual. The 
spirit of prophecy gives some very plain instruction 
on this point. 


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“There is danger that both parents and teachers 
will command and dictate too much, while they fail to 
come sufficiently into social relation with their children 
or scholars. They often hold themselves too much re¬ 
served, and exercise their authority in a cold, unsym¬ 
pathizing manner, which can not win the hearts of 
their children and pupils. If they would gather the 
children close to them, and ^how that they love them, 
and would manifest an interest in all their efforts, and 
even in their sports, sometimes even being a child 
among them, they would make the children very happy, 
and would gain their love and win their confidence.''— 
‘'Counsels to Teachers” pp. 76, 77. 

It is because we have recognized the call of the 
Juniors, that this denomination is endeavoring to meet 
the need through the Junior Missionary Volunteer So¬ 
ciety. W« want to get them acquainted with God's 
great out-of-doors. We want them to enjoy the flowers, 
the birds, the trees, and the stars, until movie and dime 
novel become distasteful. The out-of-door recreation 
is the natural one. Give it a chance to do its work. 

The instruction in the spirit of prophecy is very 
encouraging as to the effect of wholesome recreation. 
“The glory of God is displayed in His handiwork. 
Here are mysteries that the mind will become strong 
in searching out. Minds that have been amused and 
abused by reading fiction may in nature have an open 
book, and read truth in the works of God around 
them. ... If the frivolous and pleasure-seeking will 
allow their minds to dwell upon the real and true, the 
heart can not but be filled with reverence, and they will 
adore the God of nature. The contemplation and study 
of God's character as revealed in His created works, 
will open a field of thought that will draw the mind 
away from low, debasing, enervating amusements."— 
“Testimonies for the Church,” volume U, p. 581. 

This phase of recreation, however, will receive fur¬ 
ther discussion on pages 164-168. But aside from a 


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program of outdoor games, walking, etc., the boys and 
girls should have occasional social gatherings. These 
should be held in the afternoon or early evening, in the 
homes of the parents. This is a splendid opportunity 
for the superintendent to become acquainted with both 
parents and children. As a rule, parents welcome any 
assistance from an interested worker in planning 
games for boys and girls. A superintendent then must 
be capable of conducting an evening of wholesome fun. 

Suggestions for Social Gatherings 

Be sure the children all know each other, and have 
some game at first that will be a good mixer. Insist 
on a fair show for everyone, and teach the boys and 
girls to be good losers as well as generous winners. 
Games that require activity are especially appreciated 
by Juniors, even though they be indoors. Races such 
as a bean, potato, or hop race, are always favorites.' 
Guessing games, if not too prolonged, are also enjoyed. 
It is a simple thing to plan a happy time for Juniors, it 
takes so little to please them. But preparation is the 
price of success. Have every moment so fully planned 
that when one game lags, another can be substituted. 
Be quick to see signs of lack of interest. Avoid games 
that savor of sentimentalism and pairing off. If events 
are moving rapidly enough, the Juniors will prefer to 
be in the midst of the crowd, to see what is going on. 
The oftener and more completely parents may be in¬ 
cluded in the social gatherings of their children, the 
more successful those gatherings will be, and the more 
lasting and wholesome will be the result. 

* A Bean Race .— Place two dishes containing the same number of 
beans, on a table at one side of the room. Choose two small teams, and 
supply each participant with a straw. Place two empty dishes on the 
opposite side of the room. The team which first transfers the beans 
from one of the dishes to one of the empty dishes wins. Each bean must 
be held to the end of a straw by sucking the air through the straw. 

For the other races mentioned, see “Social Plans for Missionary 
Volunteers,” by Matilda Erickson Andross. There are also excellent 
suggestions for social gatherings for Juniors under the title “Parlor Ath¬ 
letics,” pp. 107-110 of the same book. For further help in conducting 
games, see books listed on page 167. 



The Junior Manual 


117 


Some of the most enthusiastically reported gather¬ 
ings held in connection with the Junior society have 
been those in which the parents were included. A 
father and daughter social gathering has proved a 
uniform success. A mother and son evening or a 
father and son hike not only will be enjoyable but will 
strengthen the bonds of sympathy between the Junior 
and his parent. 

The refreshments, if any, should be light, and in 
accordance with health principles. No social gathering 
should be prolonged to a late hour. Furthermore, it is 
most important that every boy and girl be properly 
chaperoned home. If parents can not accompany their 
Juniors to the social, enough adult help must be secured 
to insure the accompanying of every child home by an 
older person. The difficulty is largely overcome where 
social events come in the afternoon. Make early hours 
popular. No event for young children should ever hold 
beyond nine o’clock, even when planned for the evening. 

In planning the social life of the Juniors, take care 
not to have gatherings too frequently. It is a mistake 
to have boys and girls feel that they must have “some¬ 
thing doing” all the time. For this reason, social 
gatherings should not come regularly, nor should the 
Juniors be allowed to feel that they have been deprived 
of their rights if some time goes by without any 
social event. 

The Missionary Volunteer Society should help par¬ 
ents solve some of these problems. The superintend¬ 
ent, then, should ever keep in mind as an aim the 
strengthening of home ties, whether in devotional, 
recreational, or social phases of Junior work. He 
should ever remember that our church is to work in 
the power and spirit of Elijah, to “turn the heart of 
the fathers to the children, and the heart of the chil¬ 
dren to their fathers.” “Social to save” should be the 
ideal which shapes every social gathering of the Junior 
Missionary Volunteer. 


Chapter X 
Social Purity 

“To know what constitutes purity of mind, soul, 
and body, is an important part of education. Paul 
summed up the attainments possible for Timothy by 
saying, ‘Keep thyself pure.’ 1 Timothy 5:22. Im¬ 
purity of thought, word, or action will not be indulged 
by the child of God. Every encouragement and the 
richest blessings are held up before the overcomers of 
evil practices, but the most fearful penalties are laid 
upon those who profane the body and defile the soul. 
Teachers, blessed are the pure in heart— now; not. 
Blessed will be the pure in heart .”—^'Counsels to 
Teachers” p. 103, 

These words from God’s servant emphasize the need 
of training the child early in life to know what con¬ 
stitutes purity, that he may not, through ignorance, 
become contaminated by debasing habits; for once vice 
has fastened itself upon the child, to rescue him from 
its thralldom is all but impossible. 

The subject of social purity is one from which 
almost everyone shrinks, but it is one of such vital 
importance that it can not be overlooked. The purpose 
of this chapter is to set forth whatever responsibility 
the superintendent of the Junior society should bear 
in encouraging clean, wholesome relationship among 
the boys and girls. 

Of course, parents should be the informants of 
their children; and it is the place of the superintendent 
to cooperate with them. No one else knows the tend¬ 
encies and no one else can judge the secret thoughts 
of their boys and girls as keenly as those who are 
acquainted with their hereditary characteristics and 
know the training of the home all the way through. 

An appreciation of the efforts and sympathy of the 
parents is an asset to any superintendent. Many are 
the faithful fathers and mothers who intelligently in- 
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119 


form their Juniors, and make every effort to surround 
them with wholesome influences, and yet find the pull 
of the outside too much. Such fathers and mothers 
welcome any assistance in which they have confidence. 
Many other parents are anxious to meet properly what 
to them is a perplexing situation and one before which 
they feel helpless. Again the efforts of the Junior 
superintendent are appreciated. And, too, we must not 
forget that hundreds of our God-fearing parents are 
successfully meeting the issue. Such can be of in¬ 
estimable value in helping the superintendent to help 
other parents. 

However, many parents, in their absorption in 
business and home cares, little realize the force of 
temptation which the Junior may meet among his com¬ 
panions. “Oh, my child is innocent; I have nothing to 
fear for him,” many a fond parent says confidently. 
Here is another situation in which a. watchful, thought¬ 
ful, yet sympathetic Junior superintendent may render 
real service to the home and to his Juniors. He must 
be a keen judge; for we are told by those who have 
studied the conditions existing among children of to¬ 
day, that “the contaminated waters of vice are rushing 
toward helpless children, into schoolhouses, and 
wherever its running and oozing slime can penetrate. 
Hence it is necessary to cry out loud that the dam has 
broken, and that it will bring death to those who do 
not heed the warning .”—William Lee Howard. 

“It would be impossible to name any subject of such 
general importance and interest as this, on which as 
little has been said; the reasons being that the interest 
and importance of the subject are outweighed by its 
difficulty, and that while the dangers of speaking are 
patent to the most superficial reflection, the far greater 
dangers of reticence are not to be understood without 
prolonged observation and much thought.”— Hon. E. 
Lyttleton. 


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‘Thousands of precious young lives are going to 
their permanent destruction on account of the wide¬ 
spread ignorance, prejudice, and indifference as to the 
needs of this situation .”—William McKeever. 

And in “Counsels to Teachers,” p. 220, we have 
these words: 

“It is a terrible fact, and one that should make the 
hearts of parents tremble, that in many schools . . . 
influences prevail which misshape the character, divert 
the mind from life’s true aims, and debase the morals.” 

Many parents of our boys and girls think that by 
placing their children in our own schools, they insure 
them against moral corruption. Would that this were 
always true! But those acquainted with the real situa¬ 
tion know that Satan works in our schools as anywhere 
else, introducing evils which, if allowed to go un¬ 
checked, will work irreparable injury to mind and 
body, and undo, to a great extent, the good which the 
teacher is striving to impart to her pupils. Church 
school teachers have often discovered the most distress¬ 
ing conditions among their pupils. It is not possible to 
emphasize too strongly the necessity of prayer, watch¬ 
fulness, and cooperation with parents on the part of 
the Junior superintendent. > 

The conscientious Junior superintendent will know 
conditions among his Juniors. He will not know them 
because he has attempted to probe into the secrets of a 
Junior’s heart. A boy or girl who would scorn a false¬ 
hood or subterfuge concerning any other subject would 
refuse to lay the secrets of his inmost life open to what 
he might consider an unwarranted curiosity. But the 
superintendent will have joined with his Juniors in 
their work and play. He will see them as they associate 
with others of the same and the opposite sex. Without 
being suspicious, he will recognize danger signals in 
the unguarded word or gesture. He will understand 
the trend of thought of his boys and girls. 


The Junior Manual 


121 


To be capable of guarding and guiding the Junior 
in this most critical age, the superintendent must have 
a wholesome, happy outlook on life itself, and then he 
must be able to give that outlook to others. The prob¬ 
lem of impurity must be met in the minds and hearts 
of each individual Junior. Only when the Master has 
control of the life may the secret battles be completely 
won over impurity of thought. Yet the Junior super¬ 
intendent can help his boys and girls by creating 
absorbing wholesome interests. 

Companionship in work, building a radio set, or 
even a hut in the woods for summer picnics; compan¬ 
ionship in wholesome recreation, such as story hour or 
a brisk game,— all will give opportunity to implant 
high ideals and encourage thinking along practical 
lines. The wholesome-minded boy does not have his 
thoughts taken up with himself. And because the 
superintendent has led the Junior in his fun, very often 
he can influence him as no one else can. A word spoken 
in private, an atmosphere of comradeship, may help to 
change the ideas of the boy or girl. Encourage confi¬ 
dences by always having time for them. A boy or girl 
will often speak of most intimate subjects to those he 
thinks may understand. Be sympathetic, and you may 
help some Junior in his struggle by sane advice. 

A word as to the influence of suggestive pictures 
and literature may help in the battle for clean thought. 
The result of impure thought and practice on the power 
of the brain, on the strength of the body, and on the 
clearness of moral vision, when told in a sympathetic 
way, often gives backbone in a fierce struggle. The 
hope that God will restore these manly virtues to him 
will encourage the Junior who has already transgressed 
to fight for a purity which he has come to realize is 
worth while. And so a true friend of boys and girls 
will be ready with practical suggestions and a fund of 
encouragement. 


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On the other hand, the Junior superintendent must 
be careful not to provoke a morbid curiosity. Even the 
most depraved child considers the subject under dis¬ 
cussion as “secret.” We want our boys and girls to 
guard it as “sacred.” To talk of it frequently, makes 
it “common.” Infinite tact is needed; for, generally 
speaking, the Juniors themselves should be led to take 
the initiative by asking questions. Then information 
and advice will not overleap the experience of the child. 
When evidence is positive, it may be necessary for the 
superintendent to take the initiative. But in general, 
much can be accomplished by presentation of the high 
standards of morality which Christians should main¬ 
tain. That, along with firm Junior society discipline, 
will often present social problems in their right light 
without giving direct information or probing. Many 
times, some helpful literature will do what a person 
can not. 

As for hikes or other social gatherings, make it 
popular to go with the crowd. If there is so much 
wholesome fun going on in the group, there won’t be 
time for sentimentalism and pairing off. Do not jest 
or make much over the puppy loves of the boys and 
girls. It gives them an exaggerated idea of the impor¬ 
tance of the> loves. Treat the friendship between 
opposite sexes just as though they were of the same 
sex, with this difference — be sure the association is 
under conditions proper for the mingling of boys 
and girls. 

There are many helpful books, some written from 
the angle of parents who wish to give information to 
their boys and girls, and others written directly to the 
Junior himself. A word of warning is in place in ref¬ 
erence to choosing books for Juniors. Do not select 
a book which gives information beyond the experience 
of the child. Purity talks and reading sometimes have 
the undesired effect of stimulating thought that may 
become morbid. We want our boys and girls to be little 


The Junior Manual 


123 


boys and girls until they themselves or conditions 
around them force open the doors into the deeper 
experiences of life. 


Purity Literature 

^*How Shall I Tell My Child?”—Mrs. Woodallen 
Chapman. Sixty-two pages. Fleming H. Revell Com¬ 
pany, New York and Chicago. An excellent little book 
for parents and teachers who are puzzled to know how 
to tell children the story of life and to impress them 
with the sacredness of the bodies God has given them. 
It tells the story in simple, beautiful language, and will 
help parents and teachers to safeguard the children 
from some of the temptations they are bound to meet 
sometime, somewhere in life. 

*'The Three Gifts of Life” —Nellie M. Smith. One 
hundred and thirty-eight pages. Dodd, Mead, and 
Company, New York. Well balanced information for 
the maturing girl. Discusses plant life, with its gift 
of dependence; aniTual life, with its added gift of in¬ 
stinct; and human life, with its three gifts of depend¬ 
ence, instinct, and choice. The book is marred by a 
paragraph on the evolutionary theory, but aside from 
that, is a fine book. 

Her Teens” —Mrs. Woodallen Chapman. Sixty- 
two pages. Fleming H. Revell Company. The univer¬ 
sal question of the girl in her teens, “What does it all 
mean ?” is clearly and sympathetically answered in this 
little book, both for the girl who wishes to know, and 
for the mother who is asked but does not find it easy 
to explain. “It is really the trustworthy guide," says 
Edward Bok, “that thousands have waited for." 

**What a Young Boy Ought to Know” —Sylvanus 
Stall, and its companion volume, ‘'What a Young Girl 
Should Know” —Mrs. Mary Wood-Allen. Vir Publish¬ 
ing Company. These two books have become what 
might be termed classics in the realm of social purity 


124 


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literature, so wholesome is their presentation of the 
problems of life to boys and girls. 

**ConfidencesTruths/’ **Herself,” and Himself” 
— E. B. Lowry, M. D. A series of books which will 
help any parent or teacher to give the story of life 
simply and directly. The first two (50c each) are talks 
to boys and girls; the last two ($1.00 each), to young 
men and young women. In the hands of a wise parent, 
they answer any question or meet any experience of 
the Junior, pertaining to those matters. They have 
been especially recommended by denominational 
workers among the youth. 

”What a Mother Should Tell Her Little Girl,” 
''What a Father Should Tell His Little Boy,” "What a 
Mother Should Tell Her Daughter,” and "What a Fa¬ 
ther Should Tell His Son” —Isabelle Thompson Smart. 
Funk and Wagnalls Company, New York. Another 
good series of books developing and treating sex in¬ 
struction in a simple, logical, but exhaustive way. 
Several of the lessons are tinged with evolution; but 
in the hands of the parent, this objectionable quality 
is easily eliminated. 

"Instructing the Young in Regard to Sex” —Wil¬ 
liam A. McKeever. Sixteen pages. Manhattan, Kan¬ 
sas. Having written ably and extensively upon the 
subject of child training, Mr. McKeever, author of 
“Training the Boy,” is well prepared to give instruc¬ 
tion as to how best to acquaint the child with the 
necessary knowledge in regard to sex. The teacher 
and the parent will prize this pamphlet as a guide in 
this important part of child training. 

"When a Boy Becomes a Man” —H. Bisseker. 
Forty-six pages. Fleming H. Revell Company. This 
little book contains the knowledge, carefully and deli¬ 
cately put, which every boy is entitled to possess and 
should possess as he reaches the age When youth is 
beginning to merge into manhood. It is at once an 


The Junior Manual 125 

explanation, a warning, and a practical help, which can 
be safely placed in the hands of the boy. 

''The Parents’ Library” listed on pages 164 to 169 
of our “School Manual,” offers many suggestions valu¬ 
able both to parents and to teachers. 

"The Heart of the Rose” —Mabel A. McKee. Flem¬ 
ing H. Revell Company. This little pamphlet of forty- 
four pages is an excellent one to hand the boy or girl 
who is beginning to question the reasons for the con¬ 
ventional restrictions which must govern the relation 
between the sexes. It is a gentle presentation of the 
awakening of the man and woman in the adolescent. 

"When Your Knight Comes Riding” —Elizabeth 
Boutwell. This booklet of sixty-two pages is an excep¬ 
tionally helpful one for girls. It tells the story of the 
road from girlhood to womanhood, keeping ever before 
the traveler high ideals. It is a book written with the 
purpose of preparing girls to choose a husband and 
found a home on the foundation of respect, love, and 
purity. It is published by B. S. Steadwell, La Crosse, 
Wisconsin. Price 50c. 


Chapter XI 

Membership Requirements 

There is nothing like knowing how to begin, and 
after you’ve begun, how to proceed. The purpose of 
this section of the Manual is to give the novice prac¬ 
tical help in teaching the requirements for the different 
classes of the Junior society to the boys and girls. 

In the first place, the superintendent must not at¬ 
tempt more than he can do. The success of the work 
depends not so much on the capability of the superin¬ 
tendent as on his power to get the cooperation of others. 

The parents should be those who supplement the 
efforts of the superintendent most completely. It is 
well worth the time for the superintendent to visit the 
homes, talk over the needs of the boys and girls with 
the parents, and present the plan fully to them. In one 
case where this program was carried out, the parents, 
without exception, saw the great possibilities of devel¬ 
opment for their children in the all-around training 
which the Junior Missionary Volunteer Society gives, 
and did everything they could to make it a success. 
Because of such cooperation, a great deal more was 
accomplished for the Juniors. So, if rules there be for 
conducting this work successfully, the one which heads 
the list is. Visit parents. 

The Juniors themselves are next to be reckoned 
with. Present the plans to them, not in their entirety, 
but only enough to arouse the enthusiasm. Explain to 
the boys and girls the classification. If possible, have 
a button representing each class, and tell a few of the 
things for which each button stands. Don’t tell too 
much, but make the requirements of the class of 
Friends clear. Further suggestions for the first meet¬ 
ing have already been given on page 53. 

In taking up this outdoor work with the boys and 
girls, the Junior superintendent must take great care 
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The Junior Manual 


127 


not to overemphasize the physical features nor to di¬ 
vorce them from the regular devotional and missionary 
phase of the society. It is the complete Junior we are 
endeavoring to develop. Many Juniors naturally enjoy 
the fun of these outdoor features, and shirk honest 
effort along the other lines, such as learning the re¬ 
quired texts or earning a Reading Course certificate. 
It is necessary to check up often and to insist that a 
“square” game be played. One Junior superintendent 
reserved some very special “outings” to those who had 
made certain progress in meeting all requirements. 

Entrance Requirements for Members 

Any boy or girl who is eligible for membership in 
the society may belong to the class of Members. 

Entrance Requirements for Friends 

1. Be at least ten years of age. 

The child’s horizon is largely bounded by the home 
until he reaches the age of ten. There is little demand 
for such work with very young children. 

On the other hand, boys and girls of fourteen re¬ 
sent being classed with the “little kids.” The demands 
of different ages vary so that it is impossible to put 
very young children with adolescents and have the 
work a success. Some children under ten may even be 
very anxious to join; yet it is wise to be firm but kind 
in refusal. 

2. Know the Junior pledge and law. 

This pledge and law have already been discussed in 
chapter 3. We would simply reemphasize the advan¬ 
tage of repeating them very often. Frequently when 
the assistant superintendents have their groups to¬ 
gether for the sake of giving further instruction, make 
it a part of the program to repeat the pledge and law. 
It will have its effect. One enthusiastic teacher- 
superintendent wrote: “I can really see a marked im- 


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provement in the conduct of the children. I believe 
that the Junior pledge and law have taken root in their 
hearts and lives as well as their minds." 

3. Repeat the Ten Commandments, the twenty-third 
psalm, the Lord’s Prayer, and the Lord’s Promise. 

This memory work should be done by the children 
in spare moments during the week. They should take 
the responsibility of meeting this requirement them¬ 
selves. Yet the superintendent can do much toward 
encouraging them in it by devoting a little time each 
week to the recitation of the texts learned. 

4. Have a Reading Course certificate. 

This means any Reading Course certificate,— Pri¬ 
mary, Junior, or Senior. The superintendent should 
not, however, award the button unless he has received 
the certificate or an application for one. 

The need of establishing right habits of reading, 
and methods of encouraging such, have already been 
discussed in chapter 7. 

5. Have a Home Efficiency certificate. 

The explanation of this certificate, with suggestions 
as to making it a success, is given on pages 45 and 46. 

6. Tie ten of the following knots, including all those 
italicized: overhand, granny, square, surgeon’s, slip, 
bowline, double bow, sheet bend, sheepshank, fisher¬ 
man’s, tivo half hitches, clove hitch, Blackwall hitch, 
timber hitch, splice. 

In teaching these knots, be sure to make the in¬ 
struction practical. The boys and girls should know 
how and when to use every knot they can tie. There 
are special occasions for each one. Circumstances 
should bring to mind the proper knot to use. 

To understand directions for knot tying, three 
definitions are first necessary. 


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1. The standing part. The long part of the rope on 
which the Junior works in forming the knot. 

2. The bight. Turning the rope back on itself 
forms a loop. This is known as a bight. 

3. The end. The part with which the Junior works. 
The Overhand Knot. 

Make a bight, bring the end of the rope up through 
it, and draw it tight. This is the common knot used 
by all. 

The Granny Knot. 

Is one almost always tied. It slips and is practi¬ 
cally useless. We learn it for the sake of avoiding it. 
Make an overhand knot. Now make a second over¬ 
hand, crossing the end over the standing part in the 
same way it was done before. 

The Square Knot. 

Never slips or jams, and is easy to untie. It should 
be used on all packages, is valuable in first aid, etc. 
* Make an overhand knot. Now make a second overhand, 
crossing the end over the standing part in the opposite 
direction from the way it was done first. The beginner 
often thinks he is tying the second knot backwards. 

Surgeon's Knot. 

Used by doctors in tying the stitches of a flesh 
wound. It is a valuable knot for the prospective mis¬ 
sionary to tie. Make an overhand knot, then pass the 
end through the bight a second time. 

The Slip Knot. 

Is one used to hitch a horse to a post. The knot 
slips, but if properly tied, becomes tighter the more the 
end is pulled. Make a bight, and instead of bringing 


5 


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Slip Knot 


Bowline 




Sheet Bend 



Fislierman’s Knot 



Double Garrick Bend 



a 

i 



Tinilwr Hitch 





















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the end up through it, as in the case of the overhand, 
bring a loop through. If the slip knot should be passed 
through a ring, pass the end through the ring and then 
tie an overhand knot around the standing part. 

The Bowline. 

For tying a person or an animal when it is impor¬ 
tant that the noose shall not become tight, as in lower¬ 
ing a person from a burning building, staking out an 
animal, etc.,— a noose that neither slips nor jams. One 
of the most valuable of knots. Make a small bight on 
the standing part, leaving the end long enough to pass 
around the person or animal to be tied. Pass the end 
up through the bight around the standing part and 
down through the bight again. To tighten, hold the 
noose, and pull the standing part. The object tied 
should then be in the loop marked by the arrow. 

The Double Bow. 

Is the common knot tied by all boys and girls every 
time they tie their shoe laces. It is so common that no 
drawing is necessary. It should follow the square knot 
principle and not the granny. 

The Sheet Bend. 

This knot is used in bending the sheet to the clew 
of a sail. It is used also when tying two ropes of dif¬ 
ferent thickness together. For instance, if a rope 
needs to be thrown over a high ledge, or some distance, 
a string is first tied to a weight of some kind and 
thrown. The string should be tied to the rope which 
follows, with this knot. This knot is valuable in 
stretching a sheet for a stereopticon, or in any other 
case where a cloth must be tied by the corners with 
a rope or a string. Make a loop with rope, pass the 
end of the other rope up through and around the whole 
loop, then bend it under its own standing part. 


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The Sheepshank. 

It is valuable for taking up a slack when both ends 
of the rope are tied. Gather up the amount to be short¬ 
ened, then make a half hitch around each of the bends. 

Fisherman's Knot. 

Useful in tying anything smooth and stiff together, 
such as silkworm gut. It does not slip and is easily 
untied. Lay the two ropes parallel, then with the end 
of each tie an overhand knot about the other. Pull the 
two standing parts. 

Two Half Hitches. 

Useful because they are easily made and will not 
slip under any strain. Pass the rope through the ring 
and around the standing part, bringing it through the 
bight thus formed. Repeat as shown in diagram. 

Clove Hitch. 

This is the regular tent hitch, which is used to 
fasten the tent ropes to a stake. Any Junior who ex¬ 
pects to do his part by proclaiming the message in tent 
meetings or by assisting in the preparation for camp 
meetings should be an adept at tying the clove hitch. 
It is also used in fastening one pole to another. Pass 
the rope around the pole so that the end with which 
you are working passes under the standing part. Pass 
the rope around the pole a second time, making a turn 
that brings the end from beneath the loop. 

Blackwall Hitch. 

This is useful for quickly attaching a rope to a 
hook. Pass a loop over the hook so that the standing 
part passes over the end. When the rope is pulled 
tightly, the end is secure. 

Timber Hitch. 

Used in hauling timber. Pass the end of the rope 
around the timber. Bring it up and around the stand- 


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5 


1. Putting ends together with strands in proper position 
2. One strand divided into two equal parts 
3. The finished splice 

ing part, then twist it back about itself two or more 
times. The weight of the timber will hold it securely. 

Splice, 

Used to fasten two ends of a rope together when a 
knot would be impracticable, as, for instance, when the 
rope must pass through a pulley. It takes a much 
longer time to splice a rope than to tie a knot, but the 
result is much neater and more lasting. The splice is 
used only with ropes similar in size. Unlay the strands 
of each end, and put them together alternately—that 
is, so that two strands from one end will be separated 
by a strand from the other. Pull the ends closely to¬ 
gether, then, with the aid of a spike, pass a loose strand 
over one strand and under the next of the opposite end. 



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Do the same with all the strands, and pull together 
again. If this is correctly done, each loose strand from 
one end will pass over and under a different strand of 
the other rope. Repeat the process. To make the splice 
slope off neatly, halve each strand before turning it in 
the second time, the upper half being turned in and 
the lower cut off smoothly. 

Note: In seafaring communities, the double carrick bend may be of 
more interest to boys than some of the other knots suggested. It is used 
in uniting hawsers for towing. It is quickly untied by pushing loops. 
Make a bight with one hawser so that A, the end, passes over B, the 
standing part. Pass the end of the other rope across the bight thus 
formed, back of the standing part, B, over the end. A, then under the 
bight at C, passing it over its own standing part and under the bight 
again at D. 


7. Knoiv the eight general directions without aid of 

compass. 

It is a difficult thing to be able to tell directions 
without aid of sun, moon, or stars. Ernest Seton 
Thompson says that only those who have never lived 
in the woods will claim never to have lost the way. 
Hunters, Indians, and even birds and beasts get lost 
at times. True, more moss usually grows on the north 
side of a tree, and there are often more branches on 
the south side f but these are not infallible signs, be¬ 
cause local conditions often overcome general tend¬ 
encies. So all we require of the Juniors is that they 
be able to find their directions with a watch. 

Point the hour hand directly to the sun. In the 
morning, the point halfway between the hour hand and 
noon is south. In the afternoon, of course, you must 
reckon halfway back toward twelve o’clock. For ex¬ 
ample, at 8 a. m., if the hour hand points directly 
toward the sun, ten o’clock will then point directly 
south. At four o’clock in the afternoon, if the hour 
hand points toward the sun, two o’clock will be pointing 
south. If the sun is obscured, take a knife and point it 
down onto the face of the dial, and it will cast a shadow, 
showing where the sun really is. These directions are 


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135 


good for the Northern Hemisphere. In the Southern 
Hemisphere, the direction thus found would be due 
north. 

This requirement, though legitimately met when 
the preceding information is mastered, is included here 
for the purpose of encouraging close observation on the 
part of the Junior while out on walks or cross-country 
excursions. After directions have once been taken, tell 
the boys or girls to observe and make notes as to any 
change. Stop often to see that their sense of direction 
is correct and that they know where to turn to reach 
home. 

Entrance Requirements for Companions 

1. Knoiv the books of the Bible in order; be able to re¬ 
peat the Beatitudes and the three angels* messages. 
What was said of previous memory work applies 

here. 

2. Have a Bible Year certificate. 

This may be either Senior or Junior. 

3. Have a second Reading Course certificate. 

This may be Primary or Junior, yet every effort 
should be made on the part of the superintendent to 
encourage all Juniors who are working for their Com¬ 
panion classification to present a Junior certificate of 
the current year. 

4. Have a Christian Help certificate. 

A complete discussion of this certificate and its re¬ 
quirements, along with suggestions as to its use, has 
already been given on pages 45-47. 

5. Be able to pass a test in elementary first aid and 
bandaging. 

The following contains suggestions for teaching 
first aid, and also covers the material which the child 
is expected to know to pass this examination. 


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Boys and girls attending the schools of to-day spend 
hours in the study of physiology. They would resent, 
and rightfully, too, an attempt to require the assimi¬ 
lation of dry facts, by an organization which has 
promised to teach them the joy of doing useful things. 
Avoid the classroom style. Awaken in the Juniors a 
desire to be able to do the right thing at the right time. 
Over a million persons are seriously injured each year. 
A Missionary Volunteer, especially a Companion, is 
expected to know what to do when the unexpected 
happens. More than that, though, he should be able to 
meet the common emergencies of the home. For in¬ 
stance, when baby sister cuts her hand, or gets some¬ 
thing in her eye, or is catching cold, a Companion can 
be depended upon to know what to do, even though 
mother may be miles away. 

The ideal way to give this instruction is to make it 
incidental to the other activities of the Companion. 
When out on a walk, have a first aid drill. Suppose one 
of the Juniors has had a bad cut; ask another to treat 
it. Another Junior might give first aid for snake bite, 
still another for a broken leg. Encourage the boys and 
girls to meet all emergencies with the equipment that 
happens to be at hand. The ingenuity of children is 
surprising. 

A bandage drill may become an interesting feature 
of a society program. Have a number of Companions 
chosen to put bandages on others. The different kinds 
of bandages required may thus be put on at the same 
time. A little music adds interest to the drill. 

The most important thing in all emergencies is to 
keep cool. Except in case of poisoning, choking, or 
serious hemorrhage, a moment or two will not make 
much difference, and a little thought and care will 
mean a good deal. If you do not know what is the 
matter, and the patient is unconscious, treat him as 
you Would a fainting person. Be careful not to move 
an unconscious person unnecessarily until you know 


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137 


the cause of the unconsciousness. Induce good circula¬ 
tion by rubbing the limbs without removing the 
clothing. 

Wounds. 

When the skin is broken by a cut or a bruise, the 
wound should be cleansed with a disinfectant. Iodine 
diluted one half with water is sufficient under ordinary 
circumstances. A sterile dressing should be applied. 
If one is not at hand, be sure that the bandage is clean. 
A person who does not properly care for a wound runs 
the risk of lockjaw. A scratch or cut by a rusty nail 
or other sharp instrument should receive the attention 
of a physician, especially if it does not bleed freely. 

Stings. 

Bathe stings or bites with ammonia water. Wet 
earth, wet salt, or a baking soda solution should then 
be applied. 

Poisoning. 

In case of poisoning, give an emetic immediately. 
Send for the doctor, and if possible, tell him what has 
been taken. But do not wait for him to come. Mus¬ 
tard and water, lukewarm water, or salt water will do 
the work. If profuse vomiting does not result, keep 
giving doses of emetic. 

Sprains. 

Spraining of an ankle or a wrist is a common occur¬ 
rence among active boys and girls. The sprained joint 
should be put in as hot water as the patient can stand, 
the temperature being increased as the injured part 
becomes accustomed to the heat. Every few minutes, 
apply cold to the sprain. The joint should be firmly 
bandaged, and allowed to rest for some time. 

Burns. 

This is another class of accidents which boys and 
girls meet frequently. If clothing has caught fire, roll 


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the patient in a rug, a blanket, or anything to smother 
the flames, being careful to keep the flames from the 
face. If a large area of the body is affected, send for 
the doctor before removing the clothing. If the burn 
is small, cut the clothing off. The heat has already 
sterilized the wound; now the air should be excluded. 
Make a paste of soda and water, and apply. Vaseline 
is soothing. The object of all covering is to exclude 
air. Be careful not to put over the wound any sub¬ 
stance which would stick and have to be torn off later. 
Unless the burn is bad, do not cover with a bandage. If 
necessary, a covering of sterile cloth may be applied. 

Fainting. 

The patient should be given plenty of air, the head 
placed low, and cold water sprinkled on the face. The 
clothing should be loosened; and if available, a half 
teaspoonful of aromatic spirits of ammonia may be 
given in half a glass of water. 

Choking. 

This is a common emergency with children, and is 
likely to be serious. Have the patient lean forward, 
and slap briskly on the back. If foreign matter is 
securely lodged in the throat, send for a doctor, telling 
him the location of the substance, so that he can bring 
the proper instrument. If the victim is a child, hold 
him by the heels, head down, and slap on the back. 

Bleeding. 

Nosebleed also is common among children. See 
that the head is held back, and that cold is applied to 
the back of the neck and over the nose. In persistent 
cases, the nostrils should be plugged with cotton. 

If bleeding is profuse from some wound, a tourni¬ 
quet is necessary. A hemorrhage is due to an injury 
to an artery or a vein. If the blood is red and comes 
in gushes, it is coming from the heart, and the tourni¬ 
quet must be applied between the wound and the heart. 




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139 


If, however, the blood is of dark color and flows 
steadily, a vein is hurt. In other words, the blood is 
returning to the heart, and the tourniquet must be 
applied on the side of the cut away from the heart. 

To stop bleeding, one must know also where to 
apply pressure. The artery in the arm runs down the 
inner part of the arm, about on a line with the coat 
seam. Usually the artery may be felt when the fingers 
are pressed into the arm on the under side. Find the 
spot where pressure will stop the flow of blood, and 
there apply the tourniquet. The artery runs down the 
inner side of the leg also, about in line with the inner 
seam of the trousers. Pressure applied on the wound 
will ordinarily stop the hemorrhage from a vein. 

To make a tourniquet, tie a handkerchief loosely 
about the limb. Place a smooth stone or cork over the 
place where pressure stops the bleeding. After this is 
done, put a stick about a foot long through the hand¬ 
kerchief on the opposite side of the limb, then twist 
until the pressure of the stone or cork stops the bleed¬ 
ing. Important: It is dangerous to leave a tourniquet 
on more than an hour. Loosen after some time, being 
ready to tighten it again if bleeding recommences. 

Snake Bite. 

The danger in a snake bite lies in the fact that the 
poison is absorbed into the system and often causes 
death. Immediately after the bite, tie a string, or 
bandage tightly, above the wound. Then suck the 
poison from the wound. This is not dangerous if there 
are no sores or cuts in the mouth. Encourage free 
bleeding by soaking the wound in hot water. If bleed¬ 
ing is not profuse, clean a pocketknife by holding the 
blade in a fire, and then cut the wound. Remember 
that the circulation must not be shut off for more than 
an hour at a time. Loosen the string, watching the 
effect of the poison on the patient. If possible, send 
for a doctor. If the patient seems to be much affected 


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by the poison, tighten the tourniquet. The risk of 
mortification is less than the danger of the poison. 

Frostbite. 

Rub the affected part with cold, first snow or ice, 
then cold water and a rough towel, until circulation is 
restored. 

Foreign Body in Eye, Ear, or Nose. 

Do not rub the eye. Keep it closed, and often the 
tears that accumulate will wash the substance out. If 
this fails, bring the upper lid outward and over the 
lower lid. This usually brings the particle to the edge 
of the lid or to the corner of the eye. Use a clean 
handkerchief or piece of linen in wiping any substance 
from the eye. 

Children often stuff something into the nose. In 
such cases, try to make the child sneeze by tickling the 
nose with a feather. Hold the free nostril and have 
the child blow. If the substance is securely lodged, it 
may be necessary to visit a doctor. 

Something in the ear is liable to become painful 
and even serious. Do not try to remove it with a hair¬ 
pin, or a needle, or anything similar. Permanent 
injury may be the result of such treatment. If the 






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object is something that will swell when moistened, 
pour warm oil into the ear, holding it upward, so that 
the substance can float to the surface and be removed. 
If the object is something that will not swell, syringe 
the ear with warm water, keeping it downward. If an 
insect has entered the ear, hold it toward a bright light. 

Fracture. 

This is a serious matter. The patient must lie flat 
on the ground, if necessary to summon help. If an arm 
is broken, it should be bound to a board before the 
patient is moved. When there is a broken leg, the 
patient must be carried on a stretcher, the injured 
member first being bound to a board. 

A fairly good improvised stretcher can be made 
from two coats and two poles. Turn the sleeves of the 
coats wrong side out, and lay the coats on the ground 
so that their lower edges touch. Pass the poles 
through the sleeves, and button the coats with the 
button side down. Or the work can be more quickly 
done if a boy grasps one end of each pole, and another 
boy pulls his coat over his head, as shown in the small 
picture. Then another coat is drawn over the other 
end of the poles, in like manner. 




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Panic. 

Never is it more important to keep a cool head than 
at a time of panic. Don’t join the crowd. Stay where 
you are and start singing. Get those around you to 
sing with you. 

Fire. 

A level head and quick wits may save much prop¬ 
erty and even life in case of fire. A few buckets of 
water or a few blankets are sufficient to extinguish a 
blaze when it starts. 

First see that an alarm is turned in. 

A draft spreads a fire. If you must enter a burning 
building, close doors and windows behind you. Search 
the top of a house first for occupants, and work down. 
Remember that a few inches from .the floor, the air is 
free from smoke, and a person can crawl long after the 
smoke is suffocating to one who is walking. A wet 
handkerchief over the mouth and the nostrils aids 
breathing. Never jump from a window unless you can 
not possibly get out otherwise. 

Mad Dog. 

Attract the dog’s attention by dangling a handker¬ 
chief or a coat before him. If possible, grab a stick 
and hit him hard over the head. If no club is available, 
kick him hard under the jaw. 

Runatvay Horse. 

Never try to stop a runaway horse by standing in 
front of him and waving your arms. This only makes 
the horse more frightened. Run along the side and 
seize a rein, pulling the horse’s head toward you. 

Bandaging. 

Only very elementary bandaging should be taught 
to Juniors. The triangular bandage is perhaps the 
simplest for head, foot, or hand. It consists of a large 
square, preferably a square yard, folded once into the 


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143 


form of a triangle. The long side is called the base, 
the opposite point the apex, and the other two points 
the ends. 

To Bandage the Head. 

Place the base of the triangle on the forehead, and 
bring the ends around the head, crossing over the apex 
at the rear, and meeting again at the center of the 



forehead. Tie the ends in a square knot. Bring the 
apex up over the head, and pin with a safety pin. 

To Bandage a Hand. 

Place the hand palm down on the bandage so that 
the wrist lies on the base of the triangle, and the fin¬ 
gers point toward the apex. Bring the apex over the 
back of the hand. Fold the extra cloth in neatly. Then 
wrap the base around the wrist and over the apex. Tie 
the ends on the outside of the arm in a square knot. 



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To Bandage a Foot, 

Place the foot on the bandage so that the heel is 
toward the base, and the toes point to the apex. Bring 
the apex up over the top of the foot. Fold the ends 
over the apex, crossing them on the top of the foot. 
Wrap the ends around the ankle, and tie in a square 
knot. 



To Put an Arm in a Sling. 

Bend the arm, and place the bandage between it 
and the body so that the elbow is at the apex of the 
triangle, and the wrist is at the base. Bring the lower 
end up over the arm, and around the neck to the left if 
it is the right arm that is to be bandaged, or around 
the neck to the right if it is the left arm. Meet the 
other end at the back of the neck, and tie in a square 
knot. 

Bandaging an Arm or a Leg. 

Always begin to bandage at the smallest part of 
the limb to be bandaged. Wrap the bandage around 
three times to start with. Then pass the bandage 
around evenly and firmly, but not tight enough to in* 





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145 


terfere with the circulation. Every turn should over¬ 
lap the previous one to the extent of about three 
fourths the width of the bandage. Finish off with 
several circular turns, and pin, sew, or tie the end. 



Treatment of a Cold. 

Properly speaking, this does not come under first 
aid; yet every boy or girl of the Companion class 
should know how to treat a cold. The first thing is to 
see that the stomach and the bowels are in proper con¬ 
dition. A good laxative is beneficial. A full hot bath 
or a hot sitz and foot bath, something to induce free 
perspiration, should be given. It is very important 
that after such a treatment, the patient should not be 
allowed to chill. More harm than good will result if 
he chills. A salt water gargle (a teaspoonful of salt 
to a pint of warm water) is helpful. When the cold 
has “loosened,” use a spray for the nose and the throat. 
A solution made up of one teaspoonful each of soda 
and salt, dissolved in a quart of water, is good. 

It is much better, though, to know how to prevent 
a cold than to treat it after it has a start. Colds are 






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caused by germs in the nose and the throat, which, 
when the vitality is lowered, become active. The per¬ 
son then says he has “caught cold.” The best way to 
keep from catching cold is to have plenty of fresh air, 
drink plenty of good water, and sleep well at night. 
Wholesome food and regular habits will do much to 
keep the vitality up so that the boy or girl will not be 
bothered with colds. 

There are times, however, when epidemics are 
present. These are usually caused by a more vigorous 
germ. At such times, take every means to keep the 
vitality high, but avoid those who may carry the germ. 
Keep away from those who have colds, and from 
crowds. Never use a public drinking cup. Even fruit 
or vegetables that have been handled by a person hav¬ 
ing a cold may carry the germ. 

6. Name and identify three planets, five stars, and five 
constellations. 

Planets. 

There are five planets that at various times of the 
year are visible to the naked eye. It is impossible to 
give any fixed rule for finding and recognizing these 
planets, for they change their position in reference to 
other heavenly bodies. An almanac or some scientific 
magazine must be consulted for instructions as to 
where to look. 

Yet there are a few general observations which 
may help the novice. Mercury and Venus are called 
inferior planets, for they revolve about the sun more 
closely than does the earth. As seen from here, then, 
they are very near the sun, and therefore they can best 
be viewed right after sunset or in the early dawn. 
Mercury was called by the ancient observers “the 
sparkling one,” while Venus is so brilliant that it 
gained the names Phosphorus and Lucifer. Mercury 
is visible only a few days in the entire year. Venus 
is often visible in bright daylight; but it is not visible 


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147 


at all times of the year, and so to make its acquaint¬ 
ance, we need to consult the almanac. 

Mars resembles our earth more closely in size than 
does any other planet. To the eye, it appears as a red¬ 
dish star. Jupiter is the largest planet in our solar 
system. It is one of the most brilliant lights we see in 
the heavens. Its light is silvery white. Jupiter takes 
almost twelve years to make a complete revolution 
about the sun. That means that for a whole year, we 
find it in about the same section of the heavens. 

Saturn, though not so brilliant as Jupiter, is ex¬ 
tremely interesting. It has a yellowish tinge in its 
light. This planet requires more than twenty-nine 
years to complete its trip around the sun. It, then, 
remains with its star companions longer than does 
Jupiter. The bands surrounding Saturn are indeed 
interesting. The Junior superintendent who reads of 
them will have much to tell the boys and girls. 

Stars and Constellations. 

The shepherds of old, as they watched their sheep 
by night, knew and loved the stars. As they lay with 
their flocks on the darkened hillsides, they studied the 
starry heavens until, in their imagination, the stars 
grouped themselves into fantastic shapes of men and 
beasts. To these shapes the shepherds gave names, 
and they wove strange tales about them; and those 
stories and names have come down to us. We call 
these groups of stars constellations. 

Most boys and girls in the Northern Hemisphere 
know the Big Dipper. It is one of the earliest star 
friends of childhood. The name the ancients gave it 
is Ursa Major, or Big Bear. Perhaps that should head 
the list of constellations the Companion should know; 
for in the Big Dipper are the pointers, two stars which 
ever single out the North Star, or Polaris. Polaris 
never sets for those who live north of the equator. 
And around Polaris swing a few constellations which 




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can be seen at most times of the year. Among these 
are the Big Dipper, the Little Dipper, and Cassiopeia. 

In winter, Orion is the' most prominent constella¬ 
tion. The three stars in the belt and the three in the 
sword make this group of stars easy to locate. The 
superintendent who points to the middle star in the 



Constellations in the Spring Sky — February, March, April 
Month ...1st . 15th' 


February 
March .. 
April . . 


12 Midn. 

10 p. M. 

8 P. M. 


11 P. M. 
9 P. M. 
7 P. M. 



















The Junior Manual 


149 


sword and tells the wonderful story of the open door 
through which the New Jerusalem will come to the 
earth, will stamp upon the minds of his Juniors the 
reality of the restoration of all things. Then above 
the belt, and to the left, is that bright reddish star 
Betelgeuse, the diameter of which has so recently been 



Constellations in the Summek Sky — May, June, July 
Month .1st . 15th 


May 

June 

July 


6 


12 Midn. 
10 P. M. 

8 P.M. 


11 p. M. 
9 p. M. 




















150 


The Junior Manual 


measured. If measurements are correct, Betelgeuse 
has a diameter of two hundred seventy-three million 
miles, or three times the distance from here to the sun. 
At the opposite corner of this constellation shines the 
gem Rigel. 

Following after Orion is Sirius, one of the bright- 



CONSTELLATIONS IN THE AUTUMN SKY — AUGUST, SEPTEMBER, OCTOBER . 
Month ..1st . 15th 


August .12 Midn.11 p. M. 

September .10 p. M. 9 p. M. 

October . 8 p. M. 7 p. M. 

November . 6 p. M. 6 p. M. 






















The Junior Manual 


151 


est stars of the heavens. Above Sirius is another 
bright star, Procyon, which, however, is not as con¬ 
spicuous as Sirius. 

Gemini, or the heavenly twins, as it is sometimes 
called, is another constellation easy to find. Notice the 
direction in which the handle of the Big Dipper points. 



Constellations in the Winter Sky — November, December, January 
Month .1st . 16th 


November . 12 Midh.11 p. M. 

December . 10 p. M . 9 p. M. 

January .8 P. M . 7 P. M. 

February . 6 p. M . 5 p. M. 




















152 


The Junior Manual 


then draw a line from it, through the dipper part and 
on across the sky. You will soon see two bright stars, 
Castor and Pollux, heading up two lines of stars, just 
as if a spelling match were going on there in the sky. 
These two lines form the constellation Gemini. Castor 
is a white star, while Pollux is more gold. 

Pleiades, a small group of stars familiar to most of 
the Juniors, is sometimes called the Seven Sisters. Be¬ 
tween the Pleiades and Orion is Taurus. This looks 
like a great V, with the first star on one of the sides 
very bright. Aldebaran is the name of the bright star. 

Bootes, a kitelike constellation, at the point of 
which shines the brilliant Arcturus, is a spring con¬ 
stellation. Leo, with beautiful Regulus on the end of 
the scythe handle, is another group of stars familiar 
to those who study in summer. Then June brings the 
constellation Lyra in the northeastern sky. Vega 
stands out as the only very bright star in Lyra, and 
rests at the top of this four-sided constellation. Then 
late in July comes Scorpio, with its curving line of ^ 
stars. Antares is the bright star in this group. 

The above paragraphs contain but a suggestive list 
of constellations and stars which may be taught the j 
Junior. The time of year, however, governs largely . 
what can be taught. The superintendent who knows \ 
little of stars should provide himself with several good 
books for reference. It is surprising what pleasure a 
little study yields in this great field of science. 

“Starland,’' by Fannie Dickerson Chase, published ; 
by the Pacific Press Publishing Association, will be a 
real help to the superintendent in teaching stars to the 
boys and girls. It is one of the Senior Reading Course • 
books for 1922. \ 

Perhaps the simplest book to put into the hands of 
the boys and girls is “Star Stories for Little Folks,” by 
Gertrude Chandler Warner. It was one of the Primary 
Reading Course, No. 4, and so can be obtained through 
the tract society. It is published by the Pilgrim Press, ^ 



The Junior Manual 


153 


of Boston and Chicago. This small book has excellent 
diagrams of the important constellations, with explicit 
directions for finding them. It has also some very good 
suggestions on teaching these star groups. 

“The Friendly Stars,” by M. E. Martin, is another 
helpful book for the superintendent. 

All books suggested here as reference books may be 
obtained through your tract society secretary. 

A planisphere gives a great deal of practical infor¬ 
mation in small space. This is a photograph of the 
heavens so arranged under a disk that when the latter 
is turned to the proper date and hour, a picture of the 
heavens as seen at that time is revealed. Any company 
carrying school supplies would have a planisphere, or 
at least be able to procure one. J. L. Hammett Com¬ 
pany, Boston, Massachusetts, and Newark, New Jersey, 
publish a very good one for fifty cents. 

7. Name and identify ten birds, ten flowers, ten trees, 

and five 'poisonous plants, all native. 

It is impossible to give, in a few pages, much in¬ 
formation about birds. The superintendent who is 
unfamiliar with the songsters of his neighborhood 
must have a good reference book. The purpose of 
these paragraphs is to give a few suggestions. 

The best time to begin to study birds is the late 
winter, before the travelers return from warmer 
climes. Study the birds that winter with you. Then 
you’ll be ready to see the newcomer. Even English 
sparrows become interesting with study. Many times 
you’ll find that other birds join with the sparrows. 
For instance, the junco chums with his more boisterous 
cousins. The boys and girls should know the male and 
female of these varieties, know their flight, habits of 
feeding, etc. Then there are others. The nuthatch, 
different kinds of woodpeckers, the tufted titmouse, 
the chickadee, the blue jay, and the cardinal, are some 
of the birds wintering in eastern United States, near 




154 


The Junior Manual 


New York. It is surprising how quickly children learn 
to see birds. “Why, I never saw a cardinal until this 
year,” said one Junior, “and now Fm running into 
them all the time.” 

Teach the children to recognize these neighbors by 
their song. When you are out with the Juniors, stop 
at the note of a bird, and ask, “What is that?” 

Then with the last of February begin the study of 
the migratory birds. The song sparrow, with his de¬ 
lightful melody, is one of the first to make himself 
known. Keep an up-to-date list of birds you are ex¬ 
pecting to see. 

When interest is once awakened, to know ten birds 
is a small achievement. The boys and girls are on tip¬ 
toe to meet any new songster that arrives. Try to have 
observation accurate. 

Have the children make a bird notebook, with the 
approximate size and coloring of the bird noted, and 
also the place where the feathered friend was seen. In 
telling size, it is customary to compare it with the 
familiar birds. For example, is it larger or smaller 
than a sparrow, a robin, or a crow? Is it seen in forest, 
meadow, or swamp? The Audubon Society has pre¬ 
pared just such a notebook, each page bearing the 
notations which should be filled out. It can be ob¬ 
tained for twenty-five cents from the National Associa¬ 
tion of Audubon Societies, 1975 Broadway, New York. 

The superintendent is greatly handicapped unless 
he has some field glasses. Birds will not fly near just 
for the sake of being observed by human eyes, and very 
often our sky friends pass unidentified unless we can 
bring them near us by glasses that magnify. The 
Audubon Society also offers glasses for $7.50. This 
price includes a case. 

The following books are valuable reference books: 
“The Bird Study Book,” by T. Gilbert Pearson, price 
$1.25. This may be obtained through the Audubon 
Society. “Bird Guide,” by Chester A. Reed, is used 


The Junior Manual 155 

Method of Using Field Observation Book 



widely by bird lovers. There are two volumes, one for 
“Land Birds East of the Rockies,’' and the other 
“Western Bird Guide.” These books are pocket size, 
with a small colored plate illustrating each page. They 
are a desirable help, but the pictures are not as accu¬ 
rate as those in larger books. 

“Bird Neighbors,” by Neltje Blanchan, is one of the 
best reference books available, for those who live east 
of the Rockies. 

“Birds That Every Child Should Know” and “Birds 
Worth Knowing,” both by Neltje Blanchan, contain ex¬ 
cellent instruction for the beginner living east of the 
Rockies. 









15G 


The Junior Manual 



One of America’s most common birds. Name it. 


“First Book of Birds/’ by H. M. Miller. This book 
was in the Junior Reading Course for 1916. 

Last, but not least, the Audubon Society has a series 
of illustrated tracts describing each of the North 
American birds, with a colored plate in each. These 
can be obtained for five cents each, provided not less 
than five are ordered at once. The same society also 
publishes a bimonthly magazine. Bird Lore. It gives 




The Junior Manual 


157 


true bird stories, migration tables, and many other 
helps for the bird student. Price $1.50 a year. 

Flowers. 

What has been said in reference to birds may be 
applied also to the study of flowers. Begin early, and 
encourage the boys and girls to become acquainted with 
the flowers of their own neighborhood. One superin¬ 
tendent who was also a teacher, kept a wild flower 
table, and the boys and girls were asked to keep it sup¬ 
plied with new flowers. Each flower was identifled as 
it came in. A notebook is profitable here also, for 
keeping the observations in a systematic manner. The 
best way to learn to know flowers is to keep studying 



A much loved bird. What is it? 








158 


The Junior Manual 


and classifying. A few varieties classified each week 
will soon give the boys and girls a wide acquaintance. 

“Flower Guide/' by Chester A. Reed, is an ideal 
handbook for flower study. 

There is a companion volume for western flowers, 
“The Western Flower Guide,” by Charles Francis 
Saunders. Both these books are of convenient pocket 
size and are richlj^ illustrated. They will be of great 
help to the boys and girls in their study of the flowers. 

“Botany for Children,” by Harriet C. Cooper, is a 
good book for the superintendent to have. Other ref¬ 
erence books are as follows: 

“Common Plants,” by George 0. Goodall. 

“Field Book of American Wild Flowers,” by P. 
Schuyler Mathews. 

“Elementary Botany with Spring Flora,” by W. A. 
Kellerman. 

Trees. 

Of course, the best time to study trees is in summer 
or autumn, when they are covered with leaves. But do 
not forget them entirely in the winter. The children 
should become acquainted with the general shape, the 
bark, etc. Take the children into a small grove of trees 
where there are several different kinds. Have them 
examine the bark of each carefully. Then blindfold 
one and lead him from tree to tree, having him guess 
what tree he is touching. This encourages close ob¬ 
servation. 

On a walk, a superintendent asked each unit to 
gather leaves of different trees. When the leaves were 
finally classified, it was found that they had been taken 
from over thirty different kinds of trees. Immediately 
a new interest in knowing trees was awakened among 
the girls. It takes little time to know the ordinary 
trees of the neighborhood, and children are soon able 
to tell the most common ones. 








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160 The Junior Manual 

The following reference books will be a help to the 
superintendent: 

“Tree Guide/' by Julia Ellen Rogers. This is a 
pocket size book with illustrations for each page. 

“A Guide to the Trees/' by Alice Lounsberry. 

“Trees," by Julia Ellen Rogers. This is an exhaus¬ 
tive study on trees, and is valuable indeed for the 
superintendent as a reference book. 

“Our Native Trees," by Keeler. 

Nelson Doubleday, Inc., Garden City, New York, 
publish a set of nature books known as the Little Na¬ 
ture Library. It is composed of four books, “Birds 
Worth Knowing," Blanchan; “Flowers Worth Know¬ 
ing," Blanchan-Dickinson; “Trees Worth Knowing," 
Rogers; and “Butterflies Worth Knowing," Weed. 
Each author is an authority in his line, and gives the 
information in such a way that anyone can learn to 
identify the birds, flowers, trees, and butterflies around 
him. These books will open a wealth of practical 
knowledge and enjoyment to any nature lover. No 
Junior superintendent can afford to be without these 
books or others that cover the same ground. 

Doubleday, Page, and Company, Garden City, New 
York, present a much more exhaustive set of ten 
volumes, known as the New Nature Library. The 
books are large, and generously illustrated with beau¬ 
tiful cuts. Volume 1 deals with trees; 2, mushrooms; 
3, fish; 4, insects; 5, animals; 6, birds; 7, wild flowers; 
8, game birds; 9, butterflies; and 10, moths. Any 
nature lover would revel in the wealth of information 
so happily placed at his disposal. The descriptions are 
accurate and artistically written. While the complete 
set may be beyond the financial resources of many 
Junior superintendents, these books are very valuable 
for school and society libraries; and to those wishing 
to qualify as expert in the appreciation of nature, no 
set of books will become so indispensable. 


The Junior Manual 


161 


Five Poisonous Plants. 

At first thought, this seems to be difficult. ‘‘Why, 
we haven’t that many poisonous plants around here,” 
says a Junior. But after we had talked matters over, 
we found that there were more than that, some part 
of which poisoned. The first plant everyone thinks of 
when poison is mentioned is poison oak or poison ivy. 
Many kinds of mushrooms are deadly poisonous. In 
fact, it takes an expert to pick out those which are 
good, and the rule for the inexperienced to follow is to 
leave all mushrooms alone. Then there is the deadly 
nightshade (bittersweet), and pokeweed, or inkberry; 
and even Jimson weed is a poisonous plant. Other 
plants which may rank as poisonous are larkspur, fox¬ 
glove, sumac, lily of the valley, bloodroot, and poppy. 
If the superintendent is not familiar with these 
flowers, it would be well to identify several with the 
aid of a botany. Many of the plants mentioned are not 
virulent poisons, but contain that which, when taken 
in quantity, would prove fatal. 

8. Track or trail half a mile in twenty-five minutes, 
or satisfactorily describe two out of three store 
windows. 

This is a test in observation. The best way to teach 
boys and girls to track or trail is to take them out into 
the woods, divide them into two bands, both under 
adult leadership, give one a fifteen-minute head start, 
then ask the others to follow. At the beginning, the 
traces left by the first party should be very obvious — 
broken branches or bits of paper at short intervals 
should make the way plain. As the boys and girls be¬ 
come more adept in following, the signs should be less 
frequent. It will be found that some Juniors are much 
quicker to follow than others. Tracking by an inex¬ 
perienced woodsman is practical only after a snow or 
in a sandy section of country. Animals leave no traces, 
as a rule, except under such conditions. Try tracking 









162 


The Junior Manual 


after the first light snows of winter. By the time this 
test is given, however, the Juniors should be able to 
follow readily a trail which has but few marks to 
point it out. 

The test should be given in the open country. Defi¬ 
nite markings should be left whenever there is a change 
of course, but not oftener than every fifty yards when 
the direction is unchanged. When the test is taken 
after a snowfall, the advance party may try to confuse 
by back trailing, etc. When taking a test, the Juniors 
that are tracking should not go in groups larger 
than three. 

The alternative of describing two out of three store 
windows is a poor substitute for trailing. It may be, 
though, the only thing for a city superintendent. The 
Junior taking the test should be allowed to look at the 
three store windows for two minutes each before being 
asked to describe the contents of two with his back 
turned. He should be able to give some idea of the 
arrangement of articles, of their color and material, 
etc. The superintendent should select the windows to 
be described, and expect the Junior to give a clear 
picture, without questions or promptings. 

9. Swim twenty-jive yards. 

As before stated, there are exceptions to this plan. 
Any child physically unfit to swim can qualify as a 
Companion without meeting this requirement. Every 
Junior should have an examination of heart and lungs 
before taking up swimming. Some places, too, may not 
have a proper swimming pool. Some parents may ob¬ 
ject to having their children learn. In any of these 
instances, the Juniors may be excused from learning to 
swim. Such should be required to meet some other 
standard, to be decided upon by the superintendent in 
correspondence with the local secretary. 

The Red Cross organization is very active not only 
in teaching people life-saving methods, but in giving 


The Junior Manual 


163 


instruction in the fundamentals of swimming. If the 
superintendent does not know how to swim, he should 
get in touch with the Red Cross headquarters and at¬ 
tend some water demonstrations. Well organized Y. M. 
C. A.’s and Y. W. C. A.’s give regular instruction in 
swimming. Indeed, the tanks belonging to these or¬ 
ganizations are usually the best in the city, and the 
Juniors are fortunate who are near enough to one to 
take advantage of it. 

In learning to swim, the first thing is to become 
accustomed to the water around the face and neck. 
No person who swims well will attempt to hold the 
head high above the water. And the sooner the Junior 
learns to relax, with head low in the water, the sooner 
he will learn to swim. In teaching to swim, do not hold 
the learner up; teach him to lie low in the water. One 
teacher succeeded in getting good results with a group 
of girls in two lessons, and she didn’t get into the water 
herself. By the end of the second half hour, some who 
had never been in the water before were swimming on 
their backs across the pool. 

1. Have the children place their hands on the side 
of the tank, at such a depth that the water comes under 
the armpits. Now have them move their feet back as 
far as they can while still resting their hands on the 
side of the tank. Duck the head between the arms, at 
the same time letting the feet come up. If the head 
goes down, the feet will come up. 

2. Turn the back to the wall, and stand on one foot, 
placing the other on the wall. Extepd the hands out 
toward the center of the tank. Now, as before, duck 
the head, and push with the foot on the wall. This 
position makes the learner float with face submerged 
and hands outstretched. To stand up, the learner 
should bring the hands down through the water, at the 
same time doubling the knees. Have the Juniors prac¬ 
tice until they can lie on the water face down. They 


164 


The Junior Manual 


should be taught to breathe correctly. On land, we 
breathe in and out through the nostrils. In water, we 
breathe in through the mouth, biting the air off in 
chunks, and breathe out through the nostrils. 

3. Have the children form two rows facing the 
wall, so that one row stand back of the other. The 
children nearest the wall should each then place one foot 
on the wall, stretch out the arms, drop the head back, 
and lie back on the water. The Junior standing behind 
will give confidence at first. The secret of floating is 
in keeping the head back and the abdomen high. This 
is one time when it is proper for the Junior to “stick 
out his stomach.” As soon as the children can float on 
the face or the back, they are ready to learn the strokes. 
The arm strokes may be taught while the learner is 
standing. 

10. Have at least two dollars in savings bank or in¬ 
vested in paying enterprise. 

By paying enterprise is meant any investment 
which will yield a return. For instance, one Junior is 
raising a calf; others, chickens. Another Junior is 
working his way through school, and every cent goes 
into board, clothes, and books. In such a case, he is 
his own investment. But every boy and girl should 
learn early to put money where it will be of use at a 
future time. 

Outdoor Recreation. 

While hiking is not a regular feature of the work, 
so many requirements should be taught out of doors 
that a few suggestions are in place. First and fore¬ 
most, we wish to emphasize that all hikes should be 
properly chaperoned by adults, and no walks or picnics 
should take place without the consent of the parents. 
Even with the best of conditions, too frequent outdoor 
excursions are harmful. No Junior should be allowed 


The Junior Manual 


165 


to feel that he is being deprived of his rights if he does 
not have an outing frequently. 

The superintendent should know the country 
through which he is leading the Juniors. Avoid long 
hikes. The boys and girls who are not used to walking 
become weary easily, and there is no especial advantage 
in overexerting them, while there may be much harm. 
Do not walk too fast; a moderate, even pace will cover 
the ground much more quickly than fast spurts fol¬ 
lowed by lagging. Appoint a pacemaker whose duty it 
will be to notice the pace of the smaller children, and 
set his accordingly. No one should be allowed to run 
ahead of the pacemaker. Do not permit the children to 
drink water excessively on a long walk. Bathing the 
feet in a creek or a spring refreshes those who have 
grown weary. See that the boys and girls are lightly 
and evenly clothed, with comfortable shoes. 

This is an excellent opportunity for the superin¬ 
tendent to give instruction as to appropriate clothing. 
Modest apparel on a hike is as important as modest 
apparel on other occasions. While it is conceivable 
that for the sake of safety in doing very rough climb¬ 
ing, “knickers” may be desirable, such instances are 
rare. For practically all outdoor walking, a skirt of 
convenient length and width and suitable material 
should be worn by the girls. Bloomers made of the 
same material as the skirt are especially desirable. 
Insist on neat, sensible, and comfortable walking 
outfits for all. The superintendent should be very 
particular about the shoes. Tennis shoes injure the 
feet when worn on long walks. Low-heeled, high- 
topped shoes are the only proper walking shoes. 

Encourage singing along the way. The superin¬ 
tendent need have no fear of doubtful subjects of 
conversation while the boys and girls are singing 
wholesome songs. Teach nature songs, those which 
encourage marching by their time. The making of 
cheers is another occupation which boys especially 


166 


The Junior Manual 


enjoy. One Junior superintendent had the habit of 
putting little incidents or special features of a walk 
into rime. The practice soon developed of setting the 
verse to music. There was no question as to conversa¬ 
tion among that group of outdoor girls. 

During vacation, it may be both profitable and en¬ 
joyable to spend a whole day in the woods. In such a 
case, the program must be carefully planned. Both 
boys and girls will overdo play if left unrestrained. 
Some part of the day, perhaps after the noon meal, 
should be spent in a quiet way. If swimming is 
undertaken, there should be a rowboat with plenty of 
rope at hand. An adult swimmer should watch all 
Juniors closely. Too long a time in the water is detri¬ 
mental. From fifteen minutes to three quarters of an 
hour, according to the temperature of the day and the 
water, is enough for such an exercise. 

Food should be very simple. Children enjoy cook¬ 
ing over a camp fire. Potatoes and corn baked in 
ashes, or a stew of potatoes, onions, carrots, etc., cooked 
in a pail over a low-burning fire, tastes especially good 
to hungry Juniors. Do not miss such an opportunity to 
teach how to build a camp fire and cook a meal over it. 

Plan the day so that the children can be at home 
before dark. Fun overdone is disappointing. It is 
better to leave while zest is keen, rather than wait for 
tired muscles to demand the home trip. 

An outing which is of a distinctly missionary na¬ 
ture is fully as enjoyable as one taken with only a 
recreational end in view. Thus a trip to the county 
hospital or poorhouse for the sake of rendering a pro¬ 
gram gives pleasure to both Juniors and inmates,^ A 
group of boys once helped a poor and infirm farmer 
harvest his small crop of apples. It was better than 
a picnic for the boys. Such helpful outings may be 
planned to suit conditions, by the wide-awake super¬ 
intendent. 


The Junior Manual 


167 


Summer time is a challenge to the Junior superin¬ 
tendent. Usually the leisure time of boys and girls is 
doubled then. In that fact lies an opportunity and a 
danger. Added missionary activity coupled with 
healthful recreation will give Juniors an outlet for 
their energy. Perhaps an occasional hour with outdoor 
games, while taking much less time than a walk, will 
help to satisfy the social requirements of the Juniors. 
Dodge ball, volley ball, relay races, or any other active 
game, is always enjoyed. The superintendent, however, 
must have an accurate knowledge of all games played, 
so that he may be prepared to act as an impartial 
judge. The following books are of value to those who 
have not had the advantage of playground instruction: 

“Social Plans,” by Matilda Erickson Andross. 
Review and Herald Publishing Association. 

“Games for the Playground, Home, School, and 
Gymnasium,” by Jessie H. Bancroft. Macmillan Com¬ 
pany, New York. 

“The Book of Indoor and Outdoor Games,” by Mrs. 
Burton Kingsland; 610 pages. Doubleday, Page, and 
Company, New York. 

“Games for Everybody,” by May C. Hoffman. 
Dodge Publishing Company, New York. 

“The Mary Dawson Game Book,” by David McKay, 
604 S. Washington Square, Philadelphia, Pa. 

The following booklet is highly recommended: 

“Profitable Pleasure,” price 15 cents, from the 
Standard Publishing Company, Cincinnati, Ohio. 

Then, too, although the Junior worker may have 
interests which prohibit extended trips, an occasional 
hour around a camp fire—if in no better place than a 
back yard—is always looked upon as a treat. Tell 
some wholesome camp fire stories, biographies of great 
men, historical incidents, instances of divine protec¬ 
tion, anything that illustrates those traits of courage 


168 


The Junior Ma7iual 


and loyalty to God which we wish our boys and girls 
to have. All such gatherings should disperse at an 
early hour, and enough adult chaperonage should be 
provided so that no Junior need return home unac¬ 
companied. 

The efficient Junior superintendent will find ways 
of making the summer months count in real character¬ 
building during recreational hours as well as during 
those spent with a strictly devotional end in view. 



Chapter XII 


Special Plans for Girls 

Boys and girls both enjoy outdoors, nature study, 
and athletics, perhaps not with the same degree of 
physical intensity, but with the same appreciation and 
love. In other words, there is a common ground of 
enjoyment for boys and girls. But shading off from 
that on each side is an area that is distinctly masculine 
or feminine. For instance, if a machine of some kind 
is placed alongside an exquisitely dressed doll, the boys 
will study the machine, while the girls are captivated 
by the neat little garments and the dainty handwork 
on the clothes, or by the doll itself. We want our boys 
and girls to be all-round men and women, yet the wise 
Father made us men and women. There should be, 
then, some activities exclusively for girls. The inter¬ 
ests and activities of boys will be discussed later. 

The highest privilege of any girl is to be a true 
home maker. The common duties about the house may 
be glorified in the eyes of the Junior girls by teaching 
them the best way of doing these homely duties. The 
following ideas are presented with the purpose of en¬ 
couraging such appreciation of the common tasks of 
the day. 

Have a bread day. Each girl is to bring a small 
loaf of bread which she has prepared and baked. 
Judges may be appointed, and the bread judged accord¬ 
ing to texture and food value. Have a day for 
exchanging dessert recipes. A sample of the dessert 
must be brought. For such dishes, the cost of making 
should be considered. Simplicity and delicacy should 
receive commendation. Cakes, cookies, pies, and roasts 
may come in for their share, too. Awaken in the girls 
the desire to be able to make wholesome and attractive 
dishes. One unit may be asked to serve a light supper 
to the rest of the girls, keeping the cost at a low figure. 

( 169 ) 


170 


The Junior Manual 


The superintendent must be ready with suggestive 
menus, and with plans for serving and for table deco¬ 
rations. A food sale also giyes opportunity for instruc¬ 
tion in making appetizing dishes as well as in neat 
arrangement of table and cleanliness of those han¬ 
dling food. 

A darning circle can be made quite interesting. 
Each girl is asked to bring a pair of stockings to darn. 
The girls darn while the superintendent reads. After 
the first darn is completed by all, comparisons are 
made, and the good points of each darn discussed. ^ 
Perhaps the superintendent can make some sugges¬ 
tions as to the neatest shape, etc. Have each girl darn 
another hole, then give a chance to compare work 
again. This sort of afternoon lends itself to mission¬ 
ary work. When a mother with a large family is sick, 
and stockings have piled up, such a visit from* the 
Junior Missionary Volunteer girls would be a delight 
to her. 

Have you ever noticed how few people make up a 
bed correctly? Yet the trick' of smooth bedding and 
square corners is a simple one. Teach the girls how 
to make up a bed. Then appoint a day when each 
girl makes her own bed for inspection. Make a tour, 
visiting each home with the girls, and making notes as 
to the condition of the beds. Read all results to the 
girls after the tour is over. However, where the homes 
are invaded, it would be best to consult the parents 
first. The same plan may be tried for the artistic 
appearance of a room. 

Not only should girls learn to do ordinary house¬ 
keeping efficiently, but they should be encouraged to 
use their hands to beautify all that they may touch. 

Stenciling is simple yet very effective in giving an 
artistic touch to linen or to pillow tops. Do not require 
close work, such as fine embroidery, for girls of the 
Junior age. Encourage coarse art, which, though 


The Junior Manual 171 

effective, is not nerve wrecking. For this reason, 
basketry is an ideal handicraft for young girls. 

The only sure way of teaching basketry rightly is 
for the superintendent or whoever takes up this work 
to have a few lessons from a competent teacher. No 
one who is not familiar with the weave and funda¬ 
mental principles should attempt to work out models 
alone. Still, there are excellent helps for those who 
have had a little training. A pamphlet entitled “Weav¬ 
ing the New Baskets” may be obtained from the 
Ladies* Home Journal for twenty-five cents. This 
booklet gives many beautiful models, and explicit 
directions which can be easily followed by those who 
understand the terms. Then in many public libraries 
there is an industrial department which contains books 
on basketry. Be sure to begin on simple models. 
Shaping baskets is difficult for any girl who is just 
beginning. 

Teach the art of bleaching and dyeing. One leader 
of girls encouraged her group to dye sugar sacks and 
then to see who could make an attractive summer 
blouse from one. One girl succeeded in getting a beau¬ 
tiful delft blue. She then wood-blocked a pretty design 
in deeper blue, and outlined the pattern. The result 
was a serviceable and exquisite blouse. It was well 
fitted and neatly made. Material, trimming, and 
thread cost her the large sum of seventeen cents. She 
was prouder of that blouse, though, than many a girl 
is of a new tricollette. 

A word about wood-blocking. Stenciling is most 
effective for coarse material, wood-blocking for such 
as lawn, Georgette crepe, etc. In both cases, pad the 
table well with newspaper, and use paint sparingly. 
The secret of good stenciling and wood-blocking is to 
have the paint the right consistency, so that it will 
spread smoothly without running in the goods. In 
wood-blocking, the design is first cut in battleship 
linoleum. The raised portions are then colored and 


172 


The Junior Manual 


stamped down on the goods. Further instructions and 
suggestions for those who wish to teach this useful 
handicraft to the girls will be furnished on application 
to the Missionary Volunteer Department, Takoma 
Park, D. C. 

Leather work is simple and useful. Children do 
both cut leather and tooled leather work quite success¬ 
fully. The latter, of course, requires tools, the former 
but a piece of glass and a knife. Designs may be se¬ 
cured from any handicraft company. 

When the assistant has time to be with the girls, 
much can be accomplished. Girls enter into all this 
work enthusiastically, and the requirements are soon 
mastered. Fortunate indeed are those girls who can 
be led in the further activities clustering more directly 
about the home. 



Chapter XIII 


Special Plans for Boys 

There are so many things to interest the boy of 
to-day! There are the numerous new mechanical 
wonders, there are the various group movements that 
invite him to join. Many boys find themselves called 
by a curiosity interest to first one thing and then 
another. This is of itself detrimental to both char¬ 
acter-building and the obtaining of exact and useful 
knowledge. 

The leader, while recognizing the multitudinous 
interests of boys, and their varied desires, will wish to 
see that they first learn certain fundamental things 
which will help them around the home and in daily life. 
Such things as the ability to be a successful “handy 
man” around the house may well be named first. 

The Junior Missionary Volunteer should know how 
to solder pans and kettles; he should know how prop¬ 
erly to glue wood and metal, and mend chairs and other 
furniture; should know how to do ordinary glazing,— 
the replacing of broken glass, puttying, putting on of 
cleats. He will know something of carpenter repair 
work, including the correct use of nails and kind of 
nails, screws and kind of screws, bolts and kind of 
bolts. There is also the care of the furnace and the 
heating outfit, fitting of pipes, repairing of breaks, and 
the care of flues. There should be added the mixing of 
cement, painting, varnishing, and polishing. 

Contests and reports on these fundamentals can be 
planned, and in the case of some things, exhibits can 
be brought. A healthy spirit of rivalry in the matter 
of these home duties should be promoted. 

For help of a technical sort, most public libraries 
will supply material, or the General Conference Mis¬ 
sionary Volunteer Department will be glad to sug¬ 
gest books. 


( 173 ) 


174 


The Junior Manual 


There are certain miscellaneous features that can 
well be emphasized, and, if rightly presented, made 
most interesting. Under this head can be mentioned 
fires, how to avoid them, and what to do in case of fire, 
this to include the use and abuse and filling of fire 
extinguishers. Allied to this would be specific knowl¬ 
edge concerning the care of waste, and behavior in the 
time of panics and sudden calamity. 

Agricultural Clubs 

In some parts of the country, the forming of agri¬ 
cultural clubs is popular, and many times promotes a 
healthy interest in the growing of vegetables, fiowers, 
and fruits. This should give definite knowledge on 
soils, seeds, seasons, and planting. It will help in the 
beautifying of the community. The growing of food 
is the foundation of things in the economic world. It 
is fascinating if rightly presented. 

Closely connected with the how and where and 
when to plant, should be taught the elements of land¬ 
scape gardening, something of ornamental trees, 
hedges, vines, and care of lawns. 

The leader knowing the status of each member in 
his group will be able to assign work at home along 
these lines. Or he may obtain a vacant lot or other 
plot of ground, and, dividing it up among his boys, help 
them to learn by doing. A pleasant spirit of competi¬ 
tive learning and doing will develop, that will help to 
accomplish wonders in the transforming of the ground 
into beds of fiowers and vegetables. An exhibit can be 
given at the close of the season, when each boy can 
show the results of his work. Suitable rewards may 
well be presented for the first, second, and third 
best. In doing this, faithfulness, knowledge, and other 
elements of character-building may be taken into con¬ 
sideration along with the visible results. 

For book helps in these lines, see your local libra¬ 
rian, and also the pamphlets printed and distributed 



The Junior Manual 


175 


free by the Department of Agriculture. Several of 
the states — perhaps your own — also print helpful 
material that can well be used in promoting agricul¬ 
tural progress. 

Mec?hanical and Scientific 

Most boys are intensely interested in mechanics 
and in popular scientific subjects. As witness to this, 
note the large circulation of the mechanical magazines 
of the country. Boys will give hours to their perusal, 
and will talk about them among themselves for long 
periods. Any leader of boys will have to give some 
time to “keeping up,’" so that he can converse with 
them intelligently on these subjects, at the same time 
giving them from his experience the fundamental 
knowledge and application of the principles of science. 

For special group study, simple electricity should 
be named among the first. It is true that most boys of 
to-day know more than their parents about electricity. 
They learn it instinctively. The practical use of elec¬ 
tric energy begins with the ringing of the doorbell, and 
goes on to the operation of electric sewing machine 
motors, washing machines, cleaners, etc. It is being 
used more and more in refrigerators for the cooling of 
the air and the manufacture of ice for the home. 

There is next the radio. This is use of electric 
energy. The building of radio sets is not an expensive 
occupation. Simple and easily understood plans can 
be obtained for a few cents, and the cost of materials 
is a matter of judgment. They range all the way from 
a few feet of wire that will make a “match-box” radio 
set to the expensive kind that will receive from hun¬ 
dreds of miles away. In studying these things, the 
leader should certainly begin with one of the average 
simple ones, for the sake of fundamental knowledge, 
stressing the fact of knowing how and why first, before 
spending money merely to have the large ones with all 
the numerous fittings. The developments of radio are 


176 


The Junior Manual 


so constant and rapid that they can only be mentioned 
here. The leader will find it necessary to caution his 
boys on the use of the radio on Friday evenings and 
Sabbath. The principles of Sabbath observance apply 
to “listening in” as well as to other,occupations. 

Chemistry 

This is a subject that interests a smaller group of 
boys. Close supervision should be given to the con¬ 
struction of the laboratory and to instruction. There 
are a number of books published (cost is small) that 
give interesting experiments and entertainment at the 
same time, teaching the use of the various chemicals. 
It is safe to say that chemistry in the civilized world 
is to-day on the threshold of tremendous advancement 
that will rival the wonders of electricity. 

Other Activities 

It is impossible to name all the avenues open for 
the leader of a group of boys. They all offer oppor¬ 
tunities of knowledge most fascinating. There is 
photography, which is closely allied to chemistry, there 
are the different mechanical arts, such as printing, 
bookbinding, carpenter work of the advanced sort (in¬ 
cluding the use of the home lathe), drawing, oil and 
water-color painting, lettering, show-card work, and 
the orchestra and the home band. 

For out-of-door trips, the building of a fire accord¬ 
ing to test conditions should be taught,—the use of only 
three matches and no paper, in a minimum length of 
time, according to the condition of the weather; mak¬ 
ing camp, putting up tent, etc. 

In the carrying forward of these plans, remember 
to keep the group together as much as possible, and do 
not let their interest travel so far ahead that they will 
fail to keep up in knowledge, and so miss the real fun 
of learning how to do the things themselves. To help 
stimulate them should their interest lag, after you have 



The Junior Manual 


177 


decided on a subject, scientific or otherwise, a trip 
through some local factory could be easily arranged, or 
time could be spent at a museum or a lecture. 

Remember that first comes character-building, and 
then definite, useable knowledge, the two of which pro¬ 
mote self-discipline. 

For additional help in any of these special lines, or 
counsel or suggestions, a letter stating your needs and 
written to the General Conference Missionary Volun¬ 
teer Department, Takoma Park, D. C., will bring you 
the needed assistance. 


Chapter XIV 


A Summer Club 

Because other sections of the country may be bat¬ 
tling with the same Junior problems which so disturbed 
the vicinity of our college at Berrien Springs, and be¬ 
cause the solution of that problem has in it the same 
principles for which the Junior Missionary Volunteer 
Society stands, a brief history of the highly specialized 
Junior work there is in place. 

Summer months found many of our boys and girls 
of the early teen age with a great deal of spare time 
on their hands and little supervision. The result was 
inevitable,— a spirit of recklessness, and impatience 
at any restraint, seemed to settle down over the Juniors 
and hold sway during vacation. Some parents grappled 
with the problem; but lack of cooperation, or perhaps 
lack of time, on the part of others, made the task ex¬ 
ceedingly difficult. 

At last, because of frequent annoyances, the com¬ 
munity decided on the following plan, which has proved 
a most happy solution of all troubles. A boys’ club was 
formed. Every boy joining the club paid a dollar a 
week for the privilege of membership. On the other 
hand, it was agreed to furnish the boys with suitable 
farm work throughout the season, so that they could 
earn their dues, and enough money besides for books 
and tuition for the following year. A leader, a man 
who was companionable with the boys, was selected 
to work with them and teach them the proper way of 
performing each task that was assigned them. The 
weekly dues and the little work he was able to do on 
the side, compensated him for his time. 

The results of two years have more than justified 
all anticipation. The club reaches about fifteen boys 
each year. Work was plentiful, and so the employment 
of all members of the'club was steady. The older boys 
(178) 



The Junior Manual 


179 


earned as much as three dollars a day during berry 
season, and were paid twelve and a half to fifteen cents 
an hour for all other work. The people in the com¬ 
munity seemed to be entirely satisfied with the work 
done. Of course, when the plan was first broached, 
there were those who felt skeptical about the desira¬ 
bility of having so many boys in the neighborhood; but 
skepticism has changed to delight as the farmers for 
whom the club worked examined the work done and 
noticed the decorous behavior of the boys. Perhaps, 
though, the greatest proof of efficiency is the fact that 
there have been more calls for future contracts than 
the club can fill. 

The superintendent of the college farm then an¬ 
nounced that similar summer clubs would be formed 
for boys and girls of neighboring cities as well as for 
those living in the community. He felt certain that 
there would be an abundance of work for all; and dur¬ 
ing the school year, he trained in his classes reliable 
leadership for several clubs. Needless to say, the ap¬ 
plications were many. Six Italian boys of Chicago who 
had never so much as seen the country, spent a whole¬ 
some and happy summer in profitable occupation. 

But it is not all work. The club has well developed 
and systematic plans of recreation. There is a play 
hour each day from five to six. This is often spent at 
the swimming hole, especially during hot weather; 
sometimes in baseball, or other wholesome games. 
Then each Friday afternoon, the boys are taken to some 
near-by place where games, boating, and swimming are 
in order. Here lessons of life-saving and of handling 
emergencies are mixed in with the fun in a practical 
way. Then one week during the summer is given up 
to a camping trip. The boys live in the open, learn the 
tricks of woodcraft and campcraft which mean so much 
to young boys, and store up brawn and muscle for the 
winter months of school. The diet is simple, but the 
country yields an abundance of fruits, vegetables, milk, 


180 


The Junior Manual 


and eggs. Think what an opportunity such a life was 
for those six Italian boys who had never been in the 
country. And all without added financial burdens to 
the parents! Experience shows that the boys not only 
meet all expenses of camp, club, and outings, but in 
most cases have plenty to finance the coming winter’s 
schooling. 

The cases of discipline are few. The boys agree, 
when they enter the club, to conform to all rules; and 
with very few exceptions, the promise is kept. 

Leading Junior workers have felt that could some 
such helpful organizations be developed near large 
cities where so often summer months are seasons of 
idleness, parents would respond gratefully. With 
trained Junior leaders, the task does not seem impos¬ 
sible. Giving useful occupation instead of idleness, 
genial Christian companionship and sensible leader¬ 
ship, will mean a different life for many of our city 
lads who are deprived of such advantages. 


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